Childminder in Leeds

Inspection date 4 June 2019 Previous inspection date 21 July 2016

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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 strives to maintain and improve the already high standard of care she provides for children. She regularly updates her knowledge and skills and evaluates her setting effectively. The childminder identifies areas to develop that impact on her practice the most and creates a targeted programme for professional development. In addition, she takes into account the needs and interests of children and parents to influence future changes in her setting. n The childminder offers children a wide range of learning experiences, appropriate to their ages and stages in development. Children thoroughly enjoy their time at this setting and make good and steady progress in their learning from their initial starting points. n The childminder puts children's and their families' needs at the forefront of her care. She is calm and caring, and children settle quickly in her setting. n Children explore the welcoming and stimulating environment with ease and motivation.

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This provision is good

They create their own games and choose where to play. Children demonstrate great imaginative skills as they role play in the 'home corner' and use the doctor's set. n The childminder helps children develop their senses during play. For example, as children print with chopped vegetables, they are encouraged to feel the different textures and smell each of them. The childminder successfully maintains children's concentration during activities. She uses strong teaching strategies adapted to meet children's needs and abilities. n The childminder uses children's interests to influence the activities and resources she provides. As a result, children remain engaged in learning and delight in the games they play. n The childminder gives children some opportunities to appreciate cultural differences, such as learning about different festivals. However, she is not helping them fully value and become aware of the highly diverse community in which they live.

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This provision is good

n The childminder does not often give children experiences or resources to help develop their technological 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 broaden experiences to help children understand the differences between themselves and others in their community n create opportunities for children to use technology for a purpose in their learning.

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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 outdoors, and assessed the impact this has on children's learning. n The inspector took account of the views of parents through written feedback provided. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector held a number of discussions with the childminder. n The inspector completed a joint evaluation of an activity with the childminder.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has an up-to-date knowledge of the possible signs and symptoms of child abuse and fully understands how to report child protection concerns. She implements detailed policies and procedures to keep children and her home safe. The childminder carries out daily safety checks to help reduce hazards and minimise accidents. This helps her to promote children's safety and welfare to a high level. The childminder works closely with other professionals to develop ideas and discuss best practice. She has effective systems in place for sharing information, when required, with other providers. The childminder monitors children's progress accurately and works to help close any gaps in their learning. Children are working within and beyond typical levels of achievement and are well prepared for their future learning.

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Quality of teaching, learning and assessment is good

The childminder uses her sound knowledge of child development to identify and plan effectively for children's next steps in learning. She naturally and appropriately intervenes with children's play to extend their skills. The childminder gives children lots of opportunities to develop their mathematical skills. For example, children count items on their plates and discuss shapes and sizes when printing. Children enjoy reading and they independently sing songs, developing their communication and literacy skills. The childminder completes the progress check for children aged between two and three years. She incorporates the views of parents and asks them to contribute to their children's assessments from the start. The childminder asks parents to add comments to her online observations and discusses children's development through daily conversations. There is effective two-way communication to support consistent learning

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Personal development, behaviour and welfare are good

The childminder supports children's physical development well. Children benefit from daily fresh air and exercise in the large garden. They enjoy pushing prams up and down the hill, catching bubbles and bouncing on the trampoline. In addition, children learn to take risks safely in their play as they climb on apparatus and use plastic knives to chop up their own vegetables. Children have established excellent relationships with the childminder and each other. They play well together and learn to take turns during games. The childminder consistently praises children for their achievements and good behaviour. Children are polite and begin to understand boundaries.

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Outcomes for children are good

Children are confident and happy in their play. They are secure with the childminder and their emotional well-being is successfully supported. Children enjoy investigating their environment and ask lots of questions to extend their own learning. They show excellent listening skills as they excitedly identify noises outside, such as dogs barking, builders banging and a house alarm. Their communication and language skills are well embedded. Children are very independent and have a good awareness of healthy lifestyles. They choose their own snacks, wash their hands and successfully name a variety of fruit and vegetables.

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Setting details

Unique reference number 320183 Local authority Leeds Inspection number 10064348 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 - 11 Total number of places 6 Number of children on roll 9 Date of previous inspection 21 July 2016

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Registers

The childminder registered in 1998 and lives in Beeston, Leeds. She operates all year round from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 5.

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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

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