Childminder 319999

Inspection date 23 April 2019 Previous inspection date 14 May 2015

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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 The childminder gathers detailed information from parents when children first start at the setting. This helps her to plan a variety of enjoyable activities that supports children's interests and what they need to learn next. Children make good progress. n Children settle very quickly in the setting. They develop close attachments with the childminder. Children happily go to her for cuddles and enjoy her interactions with them. This helps to foster children's emotional well-being successfully. n The childminder promotes children's communication skills well. For example, she consistently provides a commentary on their play and models key words to introduce new vocabulary. n The childminder encourages children to be independent. For example, babies attempt to feed themselves successfully with a spoon at lunchtime. n Parents are very complimentary about the childminder. One parent describes the environment as being 'loving, caring and stable' and states that children are 'treated as

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This provision is good

part of the family'. These positive relationships help children's confidence and self- esteem to flourish. n The childminder does not minimise all possible distractions, such as the television, in order to help children to consistently focus and maintain their concentration effectively. n The childminder does not target her professional development precisely enough to help raise the quality of teaching and learning to a higher level.

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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 minimise distractions to help support children to focus and maintain concentration for longer periods n target professional development opportunities more sharply to help raise the quality of teaching and learning to an even higher level.

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What the setting needs to do to improve further

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 a sample of policies and procedures, children's assessment files and training records. The childminder discussed self-evaluation with the childminder. n The inspector spoke to children at appropriate times during the inspection. n The inspector took account of parents' views received in written feedback.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder regularly attends a range of safeguarding training. This helps to keep her knowledge and policies and procedures fully up to date. The childminder can identify possible signs and symptoms of abuse and neglect. She understands what action to take if she has any concerns about a child's welfare. The childminder reflects on the overall quality of her setting. She speaks to parents to take account of their views and to help her identify areas for improvement. For example, she works closely with parents and teachers to help support children's transition when they are due to start nursery. Children visit a variety of places in the local area, including play gyms, parks, groups and farms. This helps to develop children's understanding of the wider world and community successfully.

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Quality of teaching, learning and assessment is good

The childminder regularly monitors the progress that children make. For example, she observes their play and tracks their progress across the different areas of learning. The childminder keeps parents well informed about their child's development, such as by regularly sending photographs, videos and messages. The childminder interacts with children in an enjoyable and enthusiastic way. For example, babies delight at exploring a set of different sized cups. The childminder skilfully models how to stack them on top of each other, and introduces mathematical language such as numbers. Children giggle and make sounds while they tap the cups together. The childminder encourages children to turn the pages in books and they point at pictures together. She makes animal noises and demonstrates how to make different sounds and movements with her mouth, for the children to copy. This helps to promote children's speech, language and literacy skills.

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Personal development, behaviour and welfare are good

The childminder has created a homely environment that is stimulating and welcoming. Children select their own toys and make their own choices in play. For example, they enjoy exploring wooden pegs that fit inside different slots. This helps to promote their problem-solving skills while they press, grab and move the different pieces around. The childminder supports children's physical skills effectively. For example, she provides babies with opportunities to stand up and practise walking with support. Children behave well. They are sensitively supported to follow the routines of the day. The childminder consistently offers high levels of praise and encouragement. She teaches children that 'sharing is caring' and helps them to cooperate with others.

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Outcomes for children are good

Children are achieving in line with expectations for their age. They are confident and keen to learn. Children learn how to build relationships and communicate effectively with others. For example, babies enjoy hiding their faces underneath material and anticipate seeing the childminder as the material is pulled down. They are curious to explore resources and try new experiences, such as making marks on paper. Children learn about colour, shape, number and measure through their daily activities and routines. For example, they listen to number songs and count objects in their play. This helps children to develop key skills in readiness for school and their future learning.

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Setting details

Unique reference number 319999 Local authority Leeds Inspection number 10070923 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 - 11 Total number of places 6 Number of children on roll 6 Date of previous inspection 14 May 2015

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Registers

The childminder registered in 1992 and lives in Tingley, Leeds. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays.

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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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