Childminder in Leeds

Inspection date

Previous inspection date 22 June 2017 26 February 2015

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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 quality of teaching is good. Children enjoy a wide range of experiences which contribute to the good progress they make in their learning.  Children are developing confidence. They talk excitedly about the move on to school and what they will do when they get there.  Children are learning how to be independent. The childminder encourages children to have a go and helps them think about how to solve problems for themselves.  The childminder is extremely attentive and is quick to respond to children's individual care needs. She supports children's emotional well-being effectively and helps them to form secure attachments.  Children behave well. The childminder works in close partnership with parents and other care providers to provide a consistent behaviour management approach across all settings.  The childminder has a good understanding of how to keep children safe. She regularly updates her safeguarding knowledge and is alert to risks in the environment.

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It is not yet outstanding because:

 The childminder does not always explore children's ideas in enough depth to extend their learning as far as possible.  The childminder does not always focus on her specific professional development needs when evaluating the effectiveness of the provision.

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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

 explore children's ideas in more depth and make the most of all opportunities to further extend their learning  focus more precisely on professional development needs and identify ways to continue enhancing the already good teaching practice.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector spoke to children and grandparents. She read written statements from parents and took account of their views.  The inspector spoke to the childminder at appropriate times during the inspection and looked at relevant documentation, such as children's records.  The inspector viewed all areas of the premises used for childminding.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder regularly reviews her safeguarding policy and ensures that measures are in place to prevent children being exposed to risks. She also reviews her provision regularly and implements changes to the learning environment, such as more resources to support mathematics. This has a positive impact on children's learning. The childminder works closely with childminding colleagues. They discuss developments and share ideas for activities. She has developed strong links with the local community, such as members of the local playgroup and staff at the nearby nursery and school. She makes good use of these links to help widen children's experiences.

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Quality of teaching, learning and assessment is good

The childminder provides a wide range of toys and resources for children to choose from. She effectively develops children's language during play. For example, while building a play safari park with children, the childminder provides a commentary about what they are doing and what they could do next. She makes use of incidental opportunities to develop children's mathematical skills. For example, they count animals into the houses and wonder if they can fit one more in. The childminder checks children's progress and shares this with parents regularly. Gaps in learning are swiftly identified and planned for accordingly.

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Personal development, behaviour and welfare are good

Children are very happy in the setting. The childminder works extremely closely with families. She gathers detailed information about children before they start at the setting. This helps her to provide a high level of continuity in care and helps children form strong attachments. Parents comment positively about how the childminder supports children through times of change, for example, by reading books and providing role-play activities. Children are learning to be healthy. They select from a variety of fruits at snack time and are reminded throughout the day to have a drink. They have lots of opportunities to develop their physical skills, including regular trips to local playgrounds.

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Outcomes for children are good

Children are enthusiastic learners. They are absorbed in play for extended periods of time. For example, they hunt for hidden letters in the environment. They are delighted when they identify the letters that are in their names. Children are keen to develop their reading skills and enjoy following the written words in electronic books. They are developing good manners and social skills and they take turns with resources. All children are making good progress in their learning. The skills they are acquiring prepare them well for their next stage in learning, including the move on to school.

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Setting details

Unique reference number EY319747 Local authority Leeds Inspection number 1092583 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 26 February 2015

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Telephone number

The childminder registered in 2005 and lives in Pudsey, near Leeds. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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

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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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