Childminder EY498390

Inspection date

Previous inspection date 4 May 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 has a good knowledge of children in her care. She closely observes and assesses their progress, in order to precisely plan for what they need to learn next. Parents are extremely well informed about, and involved in, their children's learning.  The childminder gives high priority to keeping children safe and healthy.  Children are very much at ease. The childminder gathers detailed information from parents before children start. This helps her to foster children's emotional well-being through tailored care and find out what children already know and can do on entry.  The childminder's effective teaching contributes successfully to the good progress children make. Children are motivated and engaged, showing independence as they readily choose from resources set up invitingly at their level.  The childminder reflects on her practice well, identifying key areas for development.

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It is not yet outstanding because:

 The childminder does not maximise opportunities for pre-school children to make marks and observe a wider range of print.  Although the childminder has good communication systems, where there is shared care with other childminders, information sharing with other settings is less successful.

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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

 provide a greater range of opportunities for pre-school children to extend early reading and writing skills  strengthen consistently strong information sharing with all other providers, in order to balance children's experiences with those in other settings and complement children's learning to the highest level.

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Inspection activities

 The inspector observed 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 viewed written feedback from parents, including questionnaires.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of child protection issues. As part of this, she refreshes her training and maintains an array of safeguarding information in a designated file. She considers further ways to enhance the already good risk assessments and safety practices. For example, she has created contact photograph cards for outings and has an emergency grab bag, in the event of a fire or other incident. The childminder utilises many sources of information to evaluate the effectiveness of her service and improve on her knowledge and practice. For example, she has identified outdoor learning training to develop children's experiences in her new garden.

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Quality of teaching, learning and assessment is good

Children are eager to join in with good quality activities that encourage them to actively explore and express their ideas. For example, they delight in investigating the interesting moulding foam. Children giggle and squeal with excitement as they clap their hands and the foam disperses in the air 'like snow'. The childminder enhances children's enjoyment with her fun approach. She effectively builds on their learning through modelling and good questioning, which challenges children to think. She also uses spontaneous opportunities to develop children's skills. For example, she talks about the familiar and more complex shapes of food items. The childminder sends home children's insightful records of learning. Furthermore, she provides resource bags to encourage parents to support particular stages of their children's development and next steps in learning.

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Personal development, behaviour and welfare are good

Children are happy and settled, having built secure attachments to the childminder, who is very positive. She effectively supports children's communication and language. For example, she talks to them about what she and they are doing as they play and during care routines. Children are clearly familiar with the good hygiene routines, implemented as part of the daily routines to help to promote their physical well-being. This is enhanced through ample fresh air and exercise. As part of this, children go on interesting outings, which also complements their learning. Children behave well and readily respond to the childminder's requests, such as helping to tidy up, developing a sense of responsibility.

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Outcomes for children are good

Children are confident, sociable and independent. They develop a range of skills in preparation for future learning. Children have a positive approach to learning new skills. They focus well and solve problems, for instance, as they complete a complex interlocking puzzle together. Children delight in listening to a favourite story, which they recall exceptionally well. Pre-school children are intrigued by technology and are eager to press the keys that represent the first letter in their name or their age.

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Setting details

Unique reference number EY498390 Local authority Leeds Inspection number 1041794 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 4

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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 Pudsey, Leeds. She operates all year round from 8am to 5pm, 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

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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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