Childminder in Leeds

Inspection date

Previous inspection date 31 January 2018 27 May 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 reflects on her work and is committed to improving her provision. She values feedback from parents and uses this to continually improve the service she provides. Since her last inspection, she has established strong relationships with the local schools to support children to make good progress in their learning.  The childminder is very well organised. She implements a range of documents, policies and procedures to support her practice.  The childminder has a good understanding of how children learn and provides activities that they enjoy and that help them to make good progress. For instance, toddlers enthusiastically play musical instruments as they sing their favourite songs.  The childminder is warm and caring. She offers children a calm environment and builds strong relationships with children in her care. Children are settled, happy and confident. Their emotional well-being is given high priority.

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This provision is good

 The childminder gathers comprehensive information when children first start. This supports her to effectively meet their care and learning needs. Parents are very complimentary about the childminder. For example, they comment that their children are well looked after and develop good social skills.

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It is not yet outstanding because:

 Opportunities for the childminder's professional development are not sharply focused on improving practice to an outstanding level.

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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

 focus opportunities for professional development further to improve the quality of teaching to the highest levels.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, 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

The arrangements for safeguarding are effective. The childminder has completed safeguarding training and uses her knowledge to help support children's welfare. She knows the local procedures to follow if she is concerned about a child. The childminder keeps her child protection and first-aid knowledge up to date and ensures that she is aware of current early years practice. She accesses some training and uses her relationships with different professionals, such as other childminders, to help fulfil her responsibility to meet the legal requirements. This has a particularly positive impact on the quality of care that children receive. The childminder is committed to working with other settings that children attend to ensure continuity of care and learning.

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Quality of teaching, learning and assessment is good

The qualified childminder uses different methods to help extend children's communication skills. For example, she provides commentary during play, asks questions and encourages children to clearly pronounce new words correctly. The childminder regularly updates parents about what their children need to learn next and ensures they are well informed about how to support learning at home. She carries out detailed observations of children's learning, monitors their progress closely and quickly identifies any gaps in their development. The childminder uses this information to plan challenging activities and effectively support what children need to learn next. For instance, she teaches toddlers to count as they learn to sing number rhymes.

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Personal development, behaviour and welfare are good

Children are very well behaved. They quickly learn to follow routines and respond positively to the childminder's high expectations. The childminder provides a well- organised and stimulating learning environment. Appropriate arrangement and storage of resources enable children to independently select toys and activities and follow their individual interests as they play. For example, toddlers choose their favourite toys and show high levels of motivation as they investigate how to play a variety of different musical instruments. Children are given opportunities to develop their physical skills in the childminder's garden and during many trips within the local area. Toddlers are skilfully supported as they learn to walk.

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Outcomes for children are good

Children progress well. They are inquisitive and eager to learn. Children develop mathematical skills well. For example, toddlers join in with counting and show high levels of interest in numerals as they sing number rhymes with the childminder. The skills children are acquiring prepare them well for the next stage in their learning and their eventual move to school.

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Setting details

Unique reference number EY470166 Local authority Leeds Inspection number 1102828 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 13

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Telephone number

The childminder registered in 2013 and lives in Farsley. She operates all year round from 7am to 6pm, 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

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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