Childminder in Leeds

Inspection date 17 October 2018 Previous inspection date 13 August 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n There are positive relationships between the childminder and children. The childminder responds well to children's emotional needs and recognises when they need reassurance and comfort. n Children have developed close attachments with the childminder. She is calm, patient and fun in her approach. This helps to foster children's confidence and self-esteem successfully. n The childminder has created a stimulating environment where children have access to an array of good-quality resources. This motivates children to explore and contributes towards their good progress across all areas of learning. n The childminder encourages children to develop their independence. For example, children choose what they want to play with and help to tidy up after activities. n Partnerships with parents are good. Parents express through 'thank you' cards how pleased they are with the care and learning opportunities their children receive and

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The provision is good

how happy their children are when they are with the childminder. n The childminder successfully implements a good range of written policies and procedures which helps her to keep children safe.

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It is not yet outstanding because:

n Although the childminder undertakes professional development and training, she does not focus these precisely on developing her teaching skills to the highest level. n Assessments are not as sharply focused to enable the childminder to plan more precisely for children's most relevant next steps in learning to help them to make the best possible progress.

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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

n focus professional development and training more precisely to further extend the good- quality teaching and help children make even more progress n make even better use of assessments to plan more precisely for children's most relevant next steps in learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities in the living room and the dining room and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n 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. n The inspector spoke to the children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is aware of the possible indicators of abuse and she has effective recording and reporting systems in place. She keeps up to date with essential training, such as safeguarding and first aid, to help her keep children safe. The childminder provides a secure environment for children and carefully considers possible risks when taking children on their regular, varied outings into the community. Children socialise with their peers and other adults and develop an awareness of the similarities and differences they see in and out of the setting. The childminder uses ongoing reflection to help identify areas of weakness and drive improvement. She has developed close links with local childminders with whom she shares ideas and discusses good practice. These further support her in helping children to make good progress in their learning and development.

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Quality of teaching, learning and assessment is good

The childminder offers children good support during their play. She follows their lead and extends their learning. For example, the childminder encourages and provides resources that stimulate children's imaginative play effectively. Children role play going to the shops to buy food. This quickly turns into buying party food, as one child studies a non- fictional book about 'planning for a party'. The childminder joins in with children's play. She asks questions and makes suggestions, giving children time to think and stretching their imaginations as they work together, talking and making plans. Furthermore, the childminder thoughtfully changes a pre-planned craft activity into one that enables children to make their own party decorations. Children demonstrate great confidence in their own abilities as they use glue, glitter and stickers to perfect their designs. Children remain interested and engaged in learning for extended periods of time, showing good

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Personal development, behaviour and welfare are good

Children are very independent and have a 'can do' attitude with the activities readily available to them and those they additionally request. They are praised for their achievements by the childminder. This increases their self-esteem and emotional well- being. Children feel assured they can ask the childminder for help and support if they are upset or have a question. Children are confident and motivated learners. They choose areas to play in and create their own activities and games. Children have plenty of opportunities to play outside and engage in physical activities in the fresh air, supporting their good health and well-being. The childminder helps children recognise rules and boundaries during play and role models expected behaviour.

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Outcomes for children are good

All children make good progress from their starting points and are developing well. They show an interest in their surroundings and become absorbed and engaged in their play. Children are happy, confident and enthusiastic learners who develop their mathematical skills and learn to count and recognise numbers, colours and shapes. Children clearly enjoy their time with the childminder and acquire skills that help to prepare them for their eventual move on to school.

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Setting details

Unique reference number EY371756 Local authority Leeds Inspection number 10059448 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 10 Total number of places 5 Number of children on roll 9 Date of previous inspection 13 August 2014

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Registers

The childminder registered in 2008 and works from the home of a family member in Wetherby. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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