Childminder in Leeds

Inspection date 14 January 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n Children develop close attachments to the childminder. She supports children to settle effectively due to her kind and patient manner. This helps children's emotional well- being to flourish. n Children benefit from going on a variety of trips in the local area. For example, they visit parks, farms and museums. They attend groups, such as a music session each week. This helps to promote children's social and communication skills successfully. n The childminder regularly observes children's play and monitors their progress. She plans activities that are fun, interesting and motivate children to learn. Children make good progress from their starting points. n Parents are well informed about their child's development. They are complimentary about the quality of care and learning that the childminder provides. They comment, 'She is supportive and liaises with us to help our child grow and develop'. n Children behave well. The childminder supports them to share, take turns and play

p.1

This provision is good

cooperatively. She consistently praises children for their achievements. This helps them to understand expectations for good behaviour and fosters their self-esteem. n The childminder does not have a highly focused programme of professional development in place, to raise the quality of teaching and learning to an even higher level. n The childminder does not use information from children's assessments precisely enough to plan activities that are highly challenging for them. As a result, they do not make the best possible progress in all areas.

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 focus professional development opportunities more sharply to help to raise the quality of teaching and learning to an even higher level n use assessment to identify precise next steps in children's learning and plan highly challenging activities that promote the best possible progress for children.

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 training records, children's observations and assessments and a sample of policies and procedures. The inspector discussed self-evaluation with the childminder. n The inspector spoke to children during the inspection and took account of their views. n The inspector took account of written feedback received from parents for the inspection.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has recently completed child protection training. She can identify possible indicators of different types of abuse. The childminder understands what action to take and who to contact with any concerns. She effectively identifies and minimises potential risks in the setting. The childminder reflects on the overall quality of her setting. She gathers the views of parents and discusses possible areas for improvement. For example, the childminder reflects on parent's feedback so that children who prefer to learn outdoors have plenty of time to explore outside each day. Parents are encouraged to share their child's learning from home. They share photographs and add comments to children's learning records. The childminder shares information about local events with parents to help to promote children's interests further. This helps to promote continuity in children's care and learning.

p.3

Quality of teaching, learning and assessment is good

The childminder gathers information from parents when children first start at the setting. She finds out what children already know and can do. She uses this information to plan activities that meet their interests and individual needs. Children enjoy exploring a variety of interesting materials set up as a 'farm'. The childminder demonstrates ideas to help children learn about the animals. For example, she puts the pigs in the chocolate mousse 'mud' and says 'splat'. Children watch carefully and copy her actions and repeat the words. The childminder asks children to make different animal sounds and plays a game matching animal figures to pictures. This helps to promote children's communication skills and develop their vocabulary further. Children are intrigued to feel different textures, such as crunchy cereal in a tray. They persevere to use tweezers to pick up the cereal and drop it into a bowl. The childminder encourages children to count

p.3

Quality of teaching, learning and assessment is good

how many they have in total. This helps them to practise their number skills.

p.3

Personal development, behaviour and welfare are good

The childminder has created a welcoming environment with a wide range of resources. Children enjoy making their own choices in play and pursue their interests. For example, they pretend to be doctors and nurses and use a stethoscope to listen to each other's heartbeats. Children show good concentration while they manipulate dough with their fingers and a variety of tools. This helps to develop the small muscles in their fingers and hands in preparation for early writing skills. The childminder encourages children to follow routines successfully. They are happy to have their nappies changed and wipe their hands clean afterwards. The childminder works closely with parents to provide healthy meals. This helps to cater for children's individual needs effectively.

p.3

Outcomes for children are good

Children are achieving in line with expectations for their age. They grow in confidence and build friendships with others. Children enjoy sharing books together and practise singing repetitive songs with puppets. They delight in dancing to music and attempt to copy different actions. Children learn about number, shape, measure and colour through their daily activities and routines. They develop key skills in readiness for school and in preparation for their future learning.

p.3

Setting details

Unique reference number EY541484 Local authority Leeds Inspection number 10089653 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 2 Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Robin Hood, Wakefield. She operates term time only Monday to Friday, from 7.30am to 5.45pm, except bank 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