Childminder 319891

Inspection date 9 November 2018 Previous inspection date 19 February 2018

p.1

This inspection: Good 2

Previous inspection: Requires improvement 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

p.1

The provision is good

n The childminder has addressed recommendations for improvement from the last inspection. For example, she plans activities that support what children need to learn next. Children make good progress. n The childminder regularly monitors the progress that children make. She identifies areas where children need more support and provides appropriate challenge to further their development. n The childminder helps children to develop important skills for school. For example, they enjoy working out simple calculations with numbers. This helps to promote their mathematical development successfully. n Children are keen to learn and join in activities. One example of this is children building their own models. They spend long periods connecting different tubes and shapes together to create a robot. n Children develop close relationships with the childminder. She is caring, kind and responsive to their needs. This helps to promote children's confidence and self-esteem

p.1

It is not yet outstanding because:

n The childminder does not make the best use of opportunities to maximise children's independence. n The childminder has not created a targeted programme of professional development to help raise the quality of teaching to a higher level.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n make the most of opportunities to develop children's independence even further n focus professional development opportunities more sharply to help raise the quality of teaching to an even higher level.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed an evaluation of an activity with the childminder and had discussions at appropriate times during the inspection. n The inspector looked at a range of documents, such as children's observations and assessments, a sample of policies and procedures and training records. The inspector discussed self-evaluation with the childminder. n The inspector spoke to children during the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

The childminder reflects on the overall quality of her setting well. She gathers feedback from parents to help identify further improvements needed. She has started to attend the local childminding network meetings to gain and share information with others. Safeguarding is effective. The childminder has secure knowledge of child protection issues. She understands what action to take if she has concerns about a child's welfare. She is aware of wider safeguarding issues, such as the potential dangers of social media for children. Parents are encouraged to share information from home about their child's learning. The childminder suggests ideas to complement learning happening in the setting. These positive relationships help to promote continuity in children's development.

p.3

Quality of teaching, learning and assessment is good

The childminder gathers information about children's individual needs when they first start at the setting. For example, she completes an observation of children's play and discusses this with parents. She uses information from her assessments to plan activities that follow children's interests and next steps in learning. Children enjoy making dough together. They help to measure the ingredients, for example, half a cup of salt. The childminder asks questions to help children to think about how the mixture is changing. She encourages them to talk about the different shapes they can make using the cutters and extruders. This helps to promote children's mathematical skills well. Children manipulate the dough using their fingers and a variety of tools, such as scissors. This helps children to develop muscle strength in their fingers and hands in preparation for early writing.

p.3

Personal development, behaviour and welfare are good

Children behave well. They listen carefully to instructions, for example, they wash their hands before lunch when asked. The childminder supports them to take turns and share with the resources successfully. She sensitively soothes young children to sleep and offers support in activities when needed. Children enjoy having conversations with the childminder. For example, boys enthusiastically talk about the moon and different planets in space. Children spend time outdoors, such as going to feed the ducks. They go on autumn walks and listen to the crunchy leaves under their shoes. This helps to develop children's understanding of the wider world effectively.

p.3

Outcomes for children are good

Children are achieving in line with expectations for their age or are working slightly above. They are inquisitive and sociable. They enjoy listening to stories and finding letters of the alphabet to complete a jigsaw. They use their problem-solving skills well to work out maths challenges and games. This helps children to develop vital skills in readiness for school.

p.3

Setting details

Unique reference number 319891 Local authority Leeds Inspection number 10080374 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 19 February 2018

p.4

Registers

The childminder registered in 1994. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5