Childminder in Leeds

Inspection date

Previous inspection date 19 March 2018 Not applicable

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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's interactions with children are fun, sensitive and stimulating. These positive relationships help to promote children's confidence and self-esteem successfully.  The childminder closely monitors the progress that individual children make. She plans activities to help close any gaps in their learning. Children are working in line with expectations for their age and in some cases slightly above.  Children are motivated through interesting activities that challenge them to learn new skills. For example, they attempt to pick up buttons using plastic chopsticks. This helps to develop their physical skills effectively.  The childminder keeps parents well informed about their child's development. They have regular discussions with the childminder and can access an online system to view observations and photographs of their children.  Children are encouraged to be independent and learn self-care skills. For example, they

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This provision is good

chop their own banana at snack time and butter their own toast.

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It is not yet outstanding because:

 The childminder does not consistently work in partnership with all settings that children attend, to help promote continuity in their care and learning.  The childminder's professional development plans are not sharply focused on training to help her to further raise the quality of teaching and learning.

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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

 strengthen partnership working with all settings that children attend to help promote further continuity in children's care and learning  target professional development opportunities more sharply to help to raise the quality of teaching and learning to the highest level.

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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 received as written feedback.

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Effectiveness of the leadership and management is good

The childminder reflects on the quality of her setting well to help identify areas to improve. Since registering, she has introduced an online system to help her track the children's learning and development rigorously. Safeguarding is effective. The childminder understands what action to take if she has concerns about a child's welfare. She has good knowledge of child protection issues and has detailed policies and procedures to follow if needed. Partnerships with parents are strong. They are complimentary about the childminder and comment, that she has such warmth and enthusiasm and creates so many opportunities for children to develop.

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Quality of teaching, learning and assessment is good

The childminder finds out from parents, what children know and can already do when they first start at the setting. She plans activities that support the children's interests and what they need to learn next. For example, she shares stories about eggs with the children and they go out to see the chickens and buy eggs from the farmer. She skilfully supports children's mathematical development, such as counting how many eggs will fit in the egg boxes and identifying different coins as they pay. The children then enjoy making and eating the eggs for lunch. This helps to develop their understanding of the world successfully.

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Personal development, behaviour and welfare are good

Children show good concentration and engagement in activities. For example, boys spend long periods using their imagination while they act out scenarios with emergency vehicles. The childminder encourages children to be active, for example, they walk to the local park and school and take part in sports sessions. This helps to promote children's physical well- being effectively. Children behave well. The childminder consistently praises the children for their achievements and children listen and respond well. Children learn the importance of good hygiene, such as washing their hands after having their nappy changed.

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Outcomes for children are good

Children make good progress. They are happy and settled in the setting. They are keen to learn and try new experiences. They develop good technological skills, for example, they problem solve how to make programmable toys work and press buttons to listen to the sounds and words. They learn about number, shape and measure through their daily activities and routines, such as finding the correct numeral for the date on the calendar. They enjoy listening to stories, singing and identifying sounds and letters. This helps children to develop key skills in readiness for school.

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Setting details

Unique reference number EY497926 Local authority Leeds Inspection number 1037480 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016 and lives in the Horsforth area of Leeds. The childminder operates Monday to Thursday, from 8am until 5.30pm, term time only.

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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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