Childminder EY470779

Inspection date

Previous inspection date 12 March 2018 20 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

 Children make good progress in their learning. The childminder gathers a range of information from parents when children first start at the setting. She plans activities that children are interested in and supports their next stage of development.  The childminder enthusiastically joins in with children's play. She allows children to take the lead and have time to develop their thinking. For example, children consider different ways to fit the jigsaw pieces together and persevere to complete it successfully.  The childminder develops children's personal, social and emotional development as a priority. Children have built very close relationships with the childminder and readily ask for cuddles. This helps to promote children's confidence and self-esteem successfully.  Children behave well. They listen carefully to the childminder and follow instructions. They are happy and settled and use good manners at all times.

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It is not yet outstanding because:

 The childminder does not make the best use of professional development opportunities to help further raise the quality of teaching and learning in the setting.  The childminder does not fully promote continuity in children's care and learning, between herself and other settings that children attend.

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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

 make the most of professional development opportunities to help raise the quality of teaching and learning to the highest level  strengthen partnerships with other providers to help promote further continuity in children's care and learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors. She 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 a sample of policies and procedures, children's assessment files and training records. She discussed self-evaluation with the childminder.  The inspector spoke to children at appropriate times during the inspection.  The inspector took account of parents' views recorded on the childminder's parent surveys.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder demonstrates knowledge of child protection issues. She has detailed policies and procedures in place to follow, should she have any concerns about a child's welfare. She reflects on the quality of her setting and gathers the views of parents, including through parent surveys to help identify improvements needed. Parents are complimentary about the setting, for example, one parent comments that, 'The standard of care is excellent and any concerns are listened to and acted on.' The childminder keeps parents well informed about their child's progress. For example, she completes a detailed review of children's progress between the ages of two and three years and shares ideas with parents to support what children need to learn next.

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Quality of teaching, learning and assessment is good

The childminder regularly monitors the progress that children make and plans activities to target any gaps in children's learning. For example, she encourages children to play a matching game to help promote their speech. She models the names of the animals and the sounds they make and encourages children to repeat the sounds. She sings songs using animal puppets and reinforces the same key words and sounds. This helps to promote children's communication and language skills successfully. Children enjoy looking at books and making marks on paper with crayons. This helps children to develop key skills for their future learning, such as reading and writing.

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Personal development, behaviour and welfare are good

Children follow their own interests in play and choose from a large variety of resources. They enjoy using their imaginations with the tea set while they pretend to make drinks for the childminder. They show good concentration and involvement in activities. For example, they practise using different tools, such as the roller and cutters with the play dough. Children enjoy going on trips in the local areas and attend different groups, such as a storytelling session and singing and dancing group. This helps to promote their physical well-being and understanding of the wider world effectively. The childminder supports children's care routines sensitively, for example, they help to get the changing mat and wipes ready when it is time to change their nappy.

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Outcomes for children are good

Children are motivated to learn and are inquisitive. They become independent, for example, making their own choices in play and feeding themselves. They develop vital social skills and learn how to communicate with others successfully. Children enjoy being creative and using their imaginations. They sing and dance to music and learn about colour, shape and number through their daily activities. Children are working in line with expectations for their age and develop key skills in readiness for school.

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Setting details

Unique reference number EY470779 Local authority Leeds Inspection number 1102863 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 4

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Telephone number

The childminder registered in 2013 and lives in Beeston, Leeds, West Yorkshire. The childminder 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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