Childminder in Leeds

Inspection date 14 March 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 The childminder and her assistants consistently join in children's play. Their enthusiastic and fun approach helps to motivate and engage children successfully. For example, children spend long periods of time exploring dough with a variety of tools. n The childminder gathers information from parents to find out what their children already know and can do. She uses this information to plan activities that support children to make good progress. n Children form close attachments with the childminder and her assistants. This helps to promote their personal, social and emotional development effectively. n Children are encouraged to be independent. Among other things, they practise washing their own hands and learn how to blow their own nose. Children are given time to try things by themselves, such as getting dressed into costumes. n Parents are extremely complimentary about the childminder and her assistants. For

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This provision is good

example, one parent said, 'It is a home-from-home environment. Our child has come on leaps and bounds both socially and academically. The staff are welcoming, supportive and professional. They are kind, caring and gentle people'. n The childminder does not have a highly targeted programme of professional development for herself or her assistants to help to develop their knowledge, teaching skills and practice even further. n The childminder does not consistently use observations and assessment to identify and plan for precise next steps in children's learning. As a result, children do not make the best possible progress in all areas.

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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 create a more targeted programme for professional development to help develop knowledge, teaching skills and practice to an even higher level n strengthen the use of observations and assessments to plan for precise next steps in children's learning and help them to make the best possible progress.

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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 an evaluation of an activity with the childminder and had discussions with her at appropriate times during the inspection. n The inspector looked at a range of documents, including children's observations and assessments, a sample of policies and procedures and training records. The inspector discussed self-evaluation with the childminder. n The inspector spoke to children during the inspection and took account their views. n The inspector took account of parents' written views received as feedback for the inspection.

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Effectiveness of leadership and management is good

The childminder reflects on the overall quality of the setting using the views of parents, children and her assistants. She has made several changes to the setting since registration. For example, the playroom is organised to help children to access resources freely and follow their own ideas in play. The childminder has an action plan to show areas that she is working on. This helps to drive continual improvement in the setting. The childminder monitors her assistants' practice to ensure that they provide a consistent approach to children and their families. Safeguarding is effective. The childminder and her assistants identify and minimise any possible risks to children in the setting and when going on trips. They show knowledge of child protection issues and can identify possible signs and symptoms of abuse and neglect. The childminder and her assistants understand what action to take and who to share their concerns with.

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Quality of teaching, learning and assessment is good

Children show good listening and attention skills. For example, one of the assistants encourages children to join in singing songs. She is enthusiastic and uses a variety of facial expressions and different tones in her voice. The assistant demonstrates actions and signs for the children to copy. Children thoroughly enjoy this time as a group and are happy to express their own ideas. This helps to promote children's communication and language skills successfully. The childminder monitors the progress that children make through regular observation and assessment, and has started to use an online system. She keeps parents informed about their child's development. For example, the childminder speaks to parents each day and completes a written progress check for children aged between two and three years.

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Personal development, behaviour and welfare are good

Children behave well and listen carefully. For example, they are happy to help to tidy up and wash their hands before lunch. The childminder and her assistants consistently praise children for their achievements, for example by giving them a 'high five'. Children show good concentration during their play. One example of this is children pretending to be a doctor while one of the assistants is the 'patient'. The childminder and her assistants create different scenarios and talk about how to check the body using a stethoscope and thermometer. Children benefit from a large outside area where they can run, climb and practise riding scooters and bikes. They go on a variety of trips in the community, including to the library, park and local country hall. This contributes towards children's physical health and well-being effectively.

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Outcomes for children are good

Children are achieving in line with age-appropriate expectations. They build close friendships with others and grow in confidence. They are imaginative, for example they pretend to look after 'babies' and change their nappy and get them dressed. Children are strong communicators and enjoy sharing their experiences with others. They listen attentively to stories and practise the different sounds that letters make. Children investigate number, shape, colour and measure through their daily activities. This helps them to develop key skills in readiness for school and their future learning.

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Setting details

Unique reference number EY541340 Local authority Leeds Inspection number 10092244 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 - 10 Total number of places 18 Number of children on roll 23 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and works from the home of her parents in Kippax, on the outskirts of Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with two assistants. She provides funded early education for three-year-old children. The childminder and her assistants hold appropriate qualifications at level 3.

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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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