Childminder in Leeds

Inspection date 6 March 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 engage in a broad range of interesting activities and experiences. These are well informed by the childminder's continuous observation and assessment of what children know, can do and need to learn next. Children, especially the youngest children, make very good rates of progress. n The childminder provides exciting outings to enhance children's first-hand experiences and socialisation. For example, children visit the farm, zoo, museums and garden centre and attend reading, stay-and-play and arts and craft groups. n Children show good levels of independence as they move freely around the safe and welcoming environment. Two-year-old children are developing early friendships, for instance as they engage in home corner role play together. Older children delight in involving the childminder in their play while building a model with bricks. n The childminder effectively promotes children's physical well-being and early

p.1

This provision is good

understanding of healthy lifestyles. For example, children are clearly familiar with the daily hygiene routines and they delight in helping to make a healthy wrap. Children also have excellent access to physical activity outside the home. n The childminder works in close consultation with parents to support children as they settle. Subsequently, she continues to meet children's individual needs effectively through good-quality information sharing. n The childminder continually reflects on her practice to identify how she can continually improve. She uses effective methods, such as comprehensive questionnaires, to involve parents in sharing their views. This helps to inform her childminding service. n The childminder uses effective strategies to support younger children's developing understanding of behavioural expectations. However, she does not extend older children's understanding of rules and boundaries and why these exist, to enhance their

p.1

This provision is good

readiness for future learning. n The childminder does not optimise partnership working with others to support children's transitions and promote a consistent approach to children's care and learning to the highest 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 develop further the strategies used to build on older children's understanding of the rules and boundaries in place and why these exist n strengthen partnership working with other providers to support children's transitions as they move between settings, in order to promote a shared and consistent approach to their care and learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed activities indoors and the interactions between the childminder and children. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documents, children's records of learning and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector viewed written feedback from parents.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder completes advanced safeguarding training and has a strong knowledge of child protection issues. She identifies and minimises hazards well to help children stay safe. As part of this, she uses a good range of safety equipment. The childminder demonstrates a strong commitment to continued professional development. For example, she uses varied sources of information and attends further training to complement her childcare qualification at level 3. This helps her to keep up to date with changes and enhances her practice through improved knowledge. The childminder effectively evaluates questionnaires, feeding back the outcome of these to parents.

p.3

Quality of teaching, learning and assessment is good

The childminder closely monitors children's progress and keeps parents well informed about their children's care and learning. For example, she completes a daily diary and exchanges photographs on various messenger services. The childminder also provides copies of development summaries and children's next steps in learning. Parents continually view and add to their children's records of learning. The childminder demonstrates effective teaching. For example, as children investigate dough, she uses good questioning that extends their learning. Furthermore, she uses spontaneous opportunities to challenge children and build on their skills and knowledge. For example, she encourages children to count their pieces of fruit at snack time.

p.3

Personal development, behaviour and welfare are good

Children have secure emotional attachments to the childminder, who is very loving and nurturing. The childminder continually provides a narrative as children play and during care routines. This is reflected in the impressive and advanced language skills demonstrated by children of all ages. The childminder skilfully diverts younger children's attention as they test boundaries. She sensitively explains to them about sharing, being kind and simple feelings. Children have excellent opportunities for fresh air and exercise. For example, they go on outings to the beach, adventure playgrounds, soft-play centres and a dance group. This helps to contribute successfully to children's all-round good health. The childminder supports children to develop early self-care skills. For example, she encourages younger children to remove their yoghurt lid and older children put on their coats and shoes. Children are learning to wash their hands independently, for

p.3

Personal development, behaviour and welfare are good

instance before eating and after toileting routines.

p.3

Outcomes for children are good

Children enjoy their time with the childminder and show a positive approach to learning. They eagerly search in toy tubs in the playroom to find their favourite toy, for example a dinosaur figure. Older children show great creativity as they then make a dinosaur using dough and play imaginatively with this. Younger children move quickly around on wheeled toys and use amusing narrative while re-enacting familiar care routines with dolls. All children enjoy listening to an exciting story and show good small physical skills while using dough tools. Such activities help to reinforce children's early reading and writing skills.

p.3

Setting details

Unique reference number EY541995 Local authority Leeds Inspection number 10089917 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 6 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017 and lives in the Wortley area of Leeds. She operates Monday to Friday, from 7am to 7pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and provides funded early education for two-, three- and four-year-old children.

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