Childminder in Leeds

Inspection date 31 January 2019 Previous inspection date 13 October 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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This provision is good

n Children develop close attachments to the childminder. She is patient, attentive, caring and has a sense of fun. This helps children's confidence and self-esteem to flourish. n Children enjoy following their own interests in play. For example, they spend long periods in the 'kitchen' making a variety of food. They then decide to have a giant 'picnic' with their friends. This helps to foster their imaginative and social skills effectively. n The childminder gathers information from parents when children first start at the setting. She finds out what children already know and can do. She observes the children playing and monitors their development, overall. Children make good progress from their starting points. n Children are encouraged to develop their independence. For example, they help to measure out how much pasta they need for lunch. They persevere to dress themselves before going outdoors. n Parents are very complimentary about the childminder. For example, one commented,

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This provision is good

'I am extremely confident in the level of care provided. She is kind, patient and has a great attitude.' n The childminder has not established a highly focused plan for professional development, to help build upon her good teaching skills and continually raise the quality of her practice even further. n The childminder does not consistently plan adult-led activities that are highly challenging and sharply focused to children's individual needs.

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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 more precisely on developing a targeted programme of professional development to help build upon the already good teaching skills and raise the quality of practice even further n review adult-led planning to ensure activities are highly challenging and sharply focused to children's individual needs.

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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 indoors and outdoors 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, including children's observations and assessments, training records 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 into account their views. n The inspector took account of parents' written feedback received for the inspection.

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Effectiveness of leadership and management is good

The childminder reflects on the quality of the setting and asks for feedback from parents to help drive continual improvement. She has worked on the previous recommendation for improvement from the last inspection. For example, she asks parents to share information about their children's learning at home, including through 'wow' comment sheets. These positive relationships help to promote good continuity in children's care and learning. The childminder works well with other professionals. For example, she follows advice from speech and language therapists to put appropriate strategies in place for children. This helps to promote their communication skills successfully. Safeguarding is effective. The childminder has recently updated her knowledge of child protection by completing refresher training. She can identify signs and symptoms of abuse and understands what action to take. She has detailed policies and procedures to follow.

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Quality of teaching, learning and assessment is good

The childminder skilfully supports children's self-chosen play. For example, children created towers from bricks, concentrating while they fixed the different pieces together. The childminder asked if they could build the tower as 'tall' as themselves and supported them to count how many bricks they had used. She encourages children to identify different giant numerals on paper and they practise counting the correct number of buttons to match. This helps to promote children's mathematical skills effectively. Parents are kept well informed about their child's development, including through discussions, daily diaries and photographs. The childminder has a good relationship with teachers at the local nursery and follows their advice. For example, she helps to support children to use an appropriate grip for writing and practise their pencil control.

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Personal development, behaviour and welfare are good

Children enjoy playing outdoors in all weathers. For example, boys showed great concentration while they explored dinosaurs in the ice. They stamped the dinosaur feet and delighted as the ice started to smash. Children investigate sand, water and mud, and have fun playing with an inflatable ten-pin bowling game. This helps to foster children's physical well-being effectively. The childminder has created a world map on the wall for children to send postcards from their holidays. This encourages children to share their experiences with others and develop their understanding of the wider world. Children behave well. They are motivated and keen to join in activities. They listen carefully to the childminder and help to tidy up once an activity is finished. She supports children who are toileting and ensures good hygiene practices, such as washing hands.

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Outcomes for children are good

Children develop close friendships and learn vital social skills. They are settled and happy in the childminder's care. They enjoy making marks with chalk and paint and explore slime and foam. Children investigate what happens when they press buttons on the keyboard and laptop. They use their creative skills while painting and making lanterns. They work out how to complete jigsaws using their problem-solving skills. This helps children to develop key skills in readiness for school and in preparation for their future learning.

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Setting details

Unique reference number EY432965 Local authority Leeds Inspection number 10069534 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 - 8 Total number of places 6 Number of children on roll 10 Date of previous inspection 13 October 2014

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Registers

The childminder registered in 2011 and lives in Castleford. She operates all year round, from 7.15am to 6pm from Monday to Thursday and from 7.15am to 9am on Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early years education for three-year-old children.

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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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