Childminder EY397476

Inspection date

Previous inspection date 17 January 2018 4 June 2014

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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 is extremely skilled in supporting children's communication and language skills. For example, she teaches them new words and asks a range of questions to support their understanding and problem-solving skills.  The childminder provides excellent care for children with special educational needs and/or disabilities. She works closely with a range of professionals to ensure she meets the needs of all children in her care.  The childminder is kind, caring and affectionate. She gets to know children and their families well from the outset. Children form close attachments to her. They quickly become settled, happy and relaxed in the setting. Children's emotional well-being is very well supported.  The childminder has good systems in place to monitor children's progress. She identifies gaps in learning quickly and works closely with parents and other settings to provide continuity in care and learning.

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This provision is good

 The qualified and experienced childminder sensitively engages in children's play. For example, older children involve the childminder when they pretend to be doctors. She skilfully supports them to develop their imagination as they play.

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It is not yet outstanding because:

 The childminder does not consistently obtain the views of parents and children in the evaluation process, to help her decide on further areas for improvement.

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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

 find ways to include parents and children in the self-evaluation process.

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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 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 understands her duty to protect children from harm and knows the local procedures to report any concerns about children's welfare. The childminder implements a range of documents, policies and procedures to support her practice and promote children's care. She is committed to her own professional development and regularly attends training to develop her practice. For example, a recent course has helped her to further develop her interactions with children. She has established strong links with other local childminders. They meet regularly to share ideas and support one another.

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Quality of teaching, learning and assessment is good

The environment is bright, welcoming and stimulating. Children enjoy a range of activities and experiences. They are motivated to play, explore and learn. For example, children spend a long time investigating how to get animals out of a block of ice. The childminder introduces new vocabulary as they play, to support their understanding of freezing and melting. The childminder plans challenging activities in the outdoor area which help to support children's physical development well. Children are developing a love of books and show high levels of interest as the childminder reads familiar stories to them. They talk about what they can see in the pictures and predict what might happen next.

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Personal development, behaviour and welfare are good

The childminder gathers detailed information from parents about children's routines, likes, dislikes and comforters. This helps to ensure that children settle well. Children benefit from regular trips to toddler groups to help develop their social skills and confidence away from the childminder's home. Children's behaviour is good. The childminder regularly uses positive praise and encouragement to help promote children's self-esteem. She provides children with clear, age-appropriate and consistent behavioural expectations. She gives clear explanations about why the house rules are important. For example, she discusses the importance of walking when playing inside. There are established routines, such as helping to tidy up, which effectively promote children's sense of responsibility and their self-care skills.

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Outcomes for children are good

All children make good progress from their starting points. They develop the skills to support them to be ready for pre-school and school. Their independence is supported effectively. They confidently initiate their own play and choose and select toys and activities for themselves. Children show a strong interest in drawing and writing. They talk about their pictures in detail and their pencil control is developing well.

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Setting details

Unique reference number EY397476 Local authority Leeds Inspection number 1102205 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 10

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Telephone number

The childminder registered in 2009. She lives in Calverley, Leeds. She operates all year round from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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