Childminder in Leeds

Inspection date

Previous inspection date 15 August 2016 8 July 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder uses self-evaluation effectively. She has successfully addressed the action and recommendation raised at her previous inspection. The childminder values the input of parents when identifying areas for development and implementing change. This helps her to improve the care and education she provides for children and reflects her commitment to continual improvement.  Teaching is good and children are well prepared for school. The childminder supports children's mathematical development well during daily activities. She encourages children to count in sequence, recognise shape and colour and discuss quantity and size.  Children enjoy a variety of nutritious snacks and home-made meals and benefit from plenty of fresh air and trips to local parks. This helps them gain an understanding of the benefits of physical exercise and having a healthy lifestyle.  Children are very well behaved at all times. The childminder helps them to respect one

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This provision is good

another and encourages them to share and take turns. She regularly praises children, which contributes towards raising their confidence and self-esteem.  The childminder provides an outdoor environment which offers children an excellent range of resources and experiences. This contributes towards children displaying high levels of pleasure and motivation as they explore the environment.

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It is not yet outstanding because:

 Although the childminder has improved her practice since her last inspection, she does not sharply focus planning and assessment precisely enough to challenge children to the highest level.  Although the childminder gathers key words from parents, she has not yet considered further innovative ways to support children whose first language is not English.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 embed assessment and planning systems even further to target what children need to learn next more precisely and to support individual children to reach their full potential  strengthen ways to communicate with children who are learning English as an additional language, in order to support their understanding and speaking skills.

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Inspection activities

 The inspector engaged in discussions with the childminder, her assistant and children throughout the inspection at appropriate times.  The inspector discussed self-evaluation and how the views of parents and children are included to drive improvement.  The inspector viewed areas of the home used for childminding.  The inspector observed play and learning opportunities for children and undertook a joint observation of an activity with the childminder.  The inspector took into account the written views of parents.  The inspector looked at children's assessment records and a range of other records, including policies and procedures, evidence of qualifications and the suitability of household members.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have a confident understanding of their role in child protection and what to do if they are concerned about a child's welfare. The childminder has clear policies and procedures that underpin the effective running of her service. She forms effective links with other professionals and settings that children attend. They work well together and provide consistency and continuity in children's care and learning. The childminder works closely with parents to help support children effectively. For example, she talks to parents on a daily basis and shares information about their children's day and achievements. The childminder has established good relationships with other childminders and works closely with her assistant, supervising her well during interactions. This enables her to share ideas and discuss best practice, which further supports children to make good progress in their

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Quality of teaching, learning and assessment is good

The well-qualified childminder has high aspirations for her own practice and for children's achievements. She completes the progress check for children between the ages of two and three years. The childminder encourages children to explore and use their imagination well. For example, children enjoy pretending to make lunch for everyone outside in the mud kitchen. They excitedly investigate a variety of herbs and discuss how these complement foods in cooking. The childminder interacts well with children and extends their ideas. For example, while exploring sand the childminder provides bottles of water and uses skilful questioning to help children think critically about the changes that occur.

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Personal development, behaviour and welfare are good

The environment is arranged well so that children can choose from a range of quality resources which covers all areas of learning. Since her last inspection the childminder has improved opportunities for children to add, mix and explore interesting materials and resources. For example, older children independently access paints and explore making different colours as they paint pictures of people who are special to them. Children have many opportunities to develop their social skills and confidence as they attend groups in the local community and go on regular outings. Children's emotional well-being is effectively promoted by the childminder. They are kept safe and show that they feel secure and at ease as they play happily in her care. Children take part in a varied range of festivals throughout the year, which helps them to recognise and value differences in themselves and others.

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Outcomes for children are good

Children become independent and confident learners. For example, they persevere as they complete jigsaws. Children help with daily tasks which contribute towards them having a sense a belonging. They benefit from the use of a purpose-built playroom which offers them many opportunities to develop independence and their knowledge as they initiate their play. This helps children to gain positive attitudes towards learning, contributing to the good progress they make in readiness for school.

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Setting details

Unique reference number EY331428 Local authority Leeds Inspection number 1043248 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 14 Total number of places 12 Number of children on roll 15

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Telephone number

The childminder was registered in 2006 and lives in Belle Isle, Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with an assistant.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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