Childminder in Leeds

Inspection date 9 January 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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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This provision is good

n Children benefit from the strong relationships the childminder builds with parents and other professionals. She shares key information about a child's learning and together they plan effective learning targets. Children make good rates of progress in their learning according to their stage of development. n The childminder carefully plans the learning environment according to each child's interests and experiences. She regularly liaises with parents to identify what children like to do and uses this information to plan a welcoming environment. For example, children thoroughly enjoy role play in the home corner as they prepare meals and share these with the childminder and their friends. n Children are active and determined learners. They cooperate and take turns as they share resources during play. The childminder is passionate about teaching children to respect and value one another. She encourages children to consider other people's

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This provision is good

feelings and emotions. The childminder acts as a good role model to children through her calm and nurturing approach. Children's behaviour is good. n The childminder focuses on supporting children's listening and attention skills. She understands how to sustain children's interests using her good questioning skills. She provides a narrative which helps to maintain children's focus while completing each task. For example, children confidently name and find the different equipment needed to change their doll's nappy. n The childminder does not sufficiently provide children with opportunities that help them to learn about the differences between people and communities. n The childminder has identified that she needs to complete further training which will help her to better understand, enhance and further support younger children's emerging and developing writing skills. n Although children are free to explore and have their own ideas during free-choice play,

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This provision is good

the childminder does not consistently allow children enough time to explore and have their own ideas during adult-led activities.

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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 increase opportunities for children to learn about the differences between people, communities and religions n build on the already good professional development opportunities, to precisely target developing younger children's early writing skills n allow children more time to explore and have their own ideas during adult-led activities.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of all the areas of the premises. n The inspector spoke to children and had discussions with the childminder at convenient times during the inspection. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector reviewed evidence of the suitability checks for all those who live on premises aged 16 years and over. She reviewed policies, procedures and other records regarding health and safety. n The inspector reviewed and discussed the childminder's self-evaluation procedures. She completed a joint observation and evaluated this with the childminder at a convenient time during the inspection.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps her safeguarding and child protection knowledge up to date. She regularly completes her own research and training online. This helps to ensure she remains vigilant to current issues which may have an impact on a child's welfare. The childminder completes daily risk assessments and checks the suitability of the provision and resources. This helps to minimise risks and hazards to children. The childminder organises and manages her setting well. She regularly evaluates the quality of her setting and identifies appropriate training for her continued professional development. She has completed training which helps her to understand her requirements for completing key assessments for children during the early years foundation stages. The childminder has implemented a robust two-year-old progress check which she plans to complete and share with parents.

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Quality of teaching, learning and assessment is good

The childminder carefully monitors the progress children make in their learning. She uses this information to identify any gaps in their development and includes these in her improvement and provision plans. Children develop their early reading skills as they select stories and help to read these with the childminder. Children recall key themes and events in a story about five little ducks. They learn to count in descending order and begin to understand that the total number value changes if one is taken away. The childminder gives children time to think and respond to the questions they are asked. She provides language-rich opportunities and extends their vocabulary well during play. For example, the childminder encourages children to think about where they are going and what they will do when they get there during role-play activities. Children are engrossed and engaged in their learning.

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Personal development, behaviour and welfare are good

Children are confident and self-assured. They have a wonderful relationship and form a strong bond with the childminder. The childminder collects detailed information about each child when they first start at the setting. Parents help to complete initial assessments of what their child already knows and can already do. The childminder uses this information to plan a familiar environment and care routines. This helps children to settle quickly. Children are confident and self-assured. They learn to be courteous and to communicate effectively, as they are reminded to say 'please' and 'thank you'. Children develop a good understanding of how to keep themselves healthy from an early age. They have good opportunities to develop their physical skills during outdoor play. They learn to wash their hands independently before mealtimes and talk about the benefits of eating a well-balanced diet as they select fresh fruit during snack times.

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Outcomes for children are good

Children are working in line with expectations for their age and stage of development. They acquire the skills they need for their next stages of learning and eventual move to school. Children develop good problem-solving and physical skills, for example as they learn to use pencils and paintbrushes correctly during mark-making activities. Children thoroughly enjoy singing nursery rhymes and dancing to the rhythm of the rhyme.

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Setting details

Unique reference number EY539399 Local authority Leeds Inspection number 10079882 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 1 - 6 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Allerton Bywater between Leeds and Castleford. She operates on Monday, Tuesday, Wednesday and Friday from 7am to 5.30pm, and on Thursday from 7am to 9am, during term time only. The childminder holds qualified teacher status.

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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

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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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