Childminder in Leeds

Inspection date 11 March 2019 Previous inspection date 14 September 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 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 The childminder has successfully addressed the actions raised at the last inspection. For example, she now makes effective use of the progress check for children aged between two and three years. This helps her identify any gaps in children's learning so that interventions can be put in place to close these gaps swiftly. n Observations of children's learning are accurate. Planning for children's future learning is based on what they need to learn next. The childminder has a good understanding of children's individual needs. Children make good progress in their learning. n Children thrive in a home-from-home environment. New children settle very quickly and securely when they first arrive in the childminder's care. Children show that they feel confident and secure, and their emotional well-being is fostered effectively. n The childminder supports children with special educational needs and/or disabilities

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This provision is good

(SEND) effectively. She works closely with other professionals and uses their advice and expertise to provide children with individualised learning plans and activities. n The childminder places importance on children's communication and language development. She is an effective role model and introduces children to a wide range of new words and vocabulary. This helps to promote their listening, understanding and speaking skills. n The childminder reflects on her practice well. She acts on the advice of others, such as local authority advisers, to help improve practice and children's outcomes. However, she does not consistently involve parents in identifying future improvements for her setting. n The childminder, due to her enthusiasm, is sometimes too quick to suggest ideas and additional activities so children do not always fully explore what they are doing and have less opportunities to develop their concentration skills.

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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 extend further ways to involve parents in identifying where aspects of the setting can be improved n enable children to have more time to explore their own ideas and to focus on activities before offering alternatives.

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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 assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector had a tour of the areas of the home where childminding activities take place and discussed children's safety. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder has an up-to-date knowledge of current child protection issues. She can identify the potential signs of abuse and knows what to do if she has concerns about a child's welfare. The childminder has improved her procedures to ensure the suitability of persons over the age of 16 years living or working on the premises. She keeps appropriate records and holds all mandatory documentation, including public liability insurance. The childminder carries out daily safety checks to reduce any hazards. This helps her to promote children's safety to the highest level. Overall, the childminder forms positive partnerships with parents. There are effective arrangements to share details about children's learning. This shared approach promotes continuity between their home environment and the childminder's setting. Parents are positive about the care and learning provided.

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Quality of teaching, learning and assessment is good

Overall, the childminder's teaching is effective. She uses her good knowledge of children's development to plan stimulating and challenging activities. The childminder regularly refreshes and changes resources to suit children's interests. Children engage in imaginative play which is based on first-hand experiences. They learn to cooperate and share toys, such as when they pretend to make cups of tea. Children are keen to learn new things and involve the childminder in their learning. For example, they select books for her to read. Opportunities for mark making are freely available for children of all ages. The childminder has high expectations of what children can achieve. Children enhance their physical skills when they make and explore dough. The childminder takes children to groups where they have opportunities to meet with others of a similar age and develop their social skills.

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Personal development, behaviour and welfare are good

Children behave well given their young age. The childminder models kind and respectful actions and gives ample encouragement to children to motivate their good behaviour. She provides children with lots of praise for their efforts and achievements. This helps to boost their self-esteem. Children's physical well-being is promoted well. They learn about healthy lifestyles and benefit from healthy meals and snacks. For example, they enthusiastically eat a variety of fresh fruit. The childminder promotes hygiene practices, such as handwashing before eating. Children benefit from spending time in the fresh air. They enjoy playing outside and going for walks. The childminder helps children to be tolerant towards those who hold different ideas and beliefs to their own, for example, they explore cultural festivals.

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Outcomes for children are good

Children are self-motivated and inquisitive learners. They learn about colours and early mathematical concepts. For example, they use quantity and size as they play. Children demonstrate increasing independence in their self-care skills. They learn to tidy away toys before choosing another activity. Children develop important skills and attributes to prepare them for the next stage of learning, including the move to nursery and school.

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Setting details

Unique reference number EY436990 Local authority Leeds Inspection number 10081793 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 0 - 3 Total number of places 6 Number of children on roll 6 Date of previous inspection 14 September 2018

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Registers

The childminder registered in 2011 and lives in the Morley area of Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a level 3 childcare qualification.

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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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