Childminder EY486182

Inspection date

Previous inspection date 15 June 2018 29 June 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 comprehensive systems in place to continually observe and assess children's progress, helping her to find out what they know, can do and need to learn next. This contributes to children's good progress, as does the strong involvement of parents in their children's learning and the childminder's good-quality interaction.  The childminder effectively promotes children's safety and physical well-being.  The childminder places a strong emphasis on supporting the early communication skills of babies and toddlers.  The childminder tailors each child's settling-in visits to meet their individual needs, helping to support their emotional well-being. Babies and toddlers have secure attachments to the childminder, who is loving and nurturing.  Babies and toddlers develop good levels of early independence during care routines.

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It is not yet outstanding because:

 The childminder does not optimise the range of experiences which ignites babies' natural curiosity and enables them to explore and investigate.  The childminder does not yet share precise enough information with other providers that children attend to complement their learning to the highest 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

 provide a richer and more varied range of experiences that ignites babies' natural curiosity and enhances their exploration and investigation  strengthen information sharing with other settings that children attend, to help balance children's experiences and complement their learning to the highest level.

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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 viewed parent 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, accesses training and minimises hazards well. She reinforces safety messages to children from an early age. For example, she sensitively reminds toddlers, clearly enjoying their lunch, to wait until they have chewed the existing food before putting in more. She also reminds them to be careful as they tentatively negotiate the slight slope in the garden and climb on and off toys. The childminder is proactive in reflecting on her practice and keeps abreast of changes. Since the last inspection she has completed current first-aid training. This helps her to promote children's safety and welfare in the event of an accident or other emergency.

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Quality of teaching, learning and assessment is good

The childminder's enthusiasm enhances toddlers' enjoyment and engagement as they investigate paint with intrigue, using their fingers. The childminder joins in, modelling and motivating. She talks about what is happening, helping toddlers to link words to actions. She also models good language during care routines. Babies use gestures and are beginning to string two-word phrases together. They also try to copy tricky words, such as 'yoghurt', and the names of their peers. Babies delight in practising their developing physical skills, such as taking steps with support from the childminder. The childminder works closely with parents to support older children's readiness for school. For example, she provides home learning resources linked to early mathematical and literacy skills.

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Personal development, behaviour and welfare are good

The childminder gathers important information from new parents about their children's uniqueness, home routines and what they know and can do on entry. Effective information sharing continues, thereafter. For example, the childminder shares monthly progress reviews, which parents add comments to, and provides a daily care routines report. She provides nutritious homemade meals and healthy snacks; babies and toddlers readily tuck in to spaghetti bolognese. The childminder encourages them to use their spoons, supporting them as and when required. Toddlers enjoy trying to wash their own hands and face afterwards and enjoy the vey sociable and positive occasion.

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Outcomes for children are good

Children are acquiring early skills that are essential for their future learning. They develop confidence from an early age and enjoy adult-led activities. Toddlers show good levels of engagement and focus as they engage in finger painting. Babies, only just over one year of age, delight in looking at board books. They babble and giggle away to themselves as they point to pictures, repeat words and imitate animal sounds.

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Setting details

Unique reference number EY486182 Local authority Leeds Inspection number 1110396 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 12 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 29 June 2017

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Telephone number

The childminder registered in 2015 and lives in the Wortley area of Leeds. She operates all year round, from 7.30am 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

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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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