Childminder in Leeds

Inspection date

Previous inspection date 29 November 2017 16 May 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 successfully encourages children to make choices and decisions about the activities she provides for them. She follows their interests and children's independence is supported well. They show determination as they maintain focus on an activity for a long period.  The childminder keeps parents regularly informed of children's progress. This helps parents to know what their child is working on and how to support their learning at home. Parents are very complimentary about the care and learning opportunities their children receive.  There are good partnerships with other settings that children attend. The childminder seeks information about children's learning. She uses this information to plan activities that provide continuity in children's learning when they are with her.  The childminder regularly evaluates the effectiveness of her setting. She gathers feedback from parents and children to help her make continual improvements.

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It is not yet outstanding because:

 Though children's behaviour is good and the childminder gives children timely reminders, she does not consistently maximise all opportunities to help children understand about their own safety.

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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

 consistently give children the reasons why they need to be careful in certain situations, to help raise their awareness of their own safety.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector had a tour of the home and spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the signs that may cause concern about a child's welfare and the procedures to follow if a concern arises. She is aware of whom she should contact if she has worries about a child's safety or welfare. The childminder understands how to support children who have special educational needs (SEN) and/or disabilities and works exceptionally well to support parents when seeking advice from other professionals. The childminder ensures her skills and knowledge to work with children are refreshed and up to date. She chooses training that will have the most impact on her caring for children. For example, she has trained to use sign language to help her develop children's communication skills. The childminder completes regular observations and accurately assesses children's development. This helps her to identify any delays or gaps in children's learning and development.

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Quality of teaching, learning and assessment is good

The childminder provides a broad range of activities and experiences that promotes all areas of learning. She helps young children to acquire good language skills. For instance, she speaks clearly and repeats words back to them to help their pronunciation. During activities children frequently imitate words that she uses, such as 'squeeze' when referring to their actions with the cornflour and conditioner mix. Children have many opportunities to develop their thinking and early mathematical skills. For example, the childminder encourages them to count how many balls she has rolled with the mixture and talks to them about the sizes, such as 'big' and 'small'. Children have access to a wide range of attractive books. They choose what they want to look at and handle books carefully. The childminder also uses books effectively to help teach children about the initial sounds in words. Children become familiar with songs linked to the book and recognise from pictures

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Personal development, behaviour and welfare are good

The childminder supports children's physical and emotional needs well. She skilfully encourages children to become independent. For example, they help to make their lunch and learn how to spread butter onto their bread and decide what they want to put on it. Children develop their self-care skills, such as managing their own clothing and using the potty independently. Children have regular opportunities for physical exercise in the garden and are keen to follow the childminder's directions indoors. For example, they try to hop on one leg when she asks them to and then roll over on the floor. The childminder provides opportunities for children to learn about other people and cultures.

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Outcomes for children are good

Children make good progress in their learning from their starting points. The childminder helps children develop the skills they need to start school. Children concentrate and follow instructions well. They attend local groups where they learn to socialise with other children and adults.

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Setting details

Unique reference number EY453120 Local authority Leeds Inspection number 1066294 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 2012 and lives in the Crossgates area of Leeds. She operates all year round, from 6.30am to 5.30pm on Monday to Friday, except 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

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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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