Childminder EY546593

Inspection date 3 July 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 closely monitors the progress that children make. She uses this information to plan activities that support what children need to learn next. Children make good progress. n The childminder accesses a wide range of professional development opportunities. For example, she attends training focusing on two-year-olds. This helps her to reflect on the physical opportunities she offers for children and also reflect on her behaviour management strategies. n Children are motivated to learn and enjoy making their own choices in play. They self- select resources and show good concentration. One example of this is children persevering to open a zip on a bag and then filling it up with items to carry around. n Children develop close attachments with the childminder and settle quickly in the setting. These positive relationships help to foster children's self-esteem and emotional well-being successfully.

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This provision is good

n Parents are complimentary about the quality of care and learning that the childminder provides. One comments, 'We are extremely happy. Our child's development has come on leaps and bounds. She has tailored his care through our wishes and has been happy to take on board our needs.' n The childminder does not provide a wide enough range of opportunities to help develop children's knowledge and understanding of diversity further. n The childminder does not use highly effective strategies to consistently encourage children's emerging speech and support their communication and language skills further.

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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 provide further opportunities to help children to develop their knowledge and understanding of diversity even more n enhance teaching strategies to promote children's emerging speech even more, in order to support children's good communication and language skills further.

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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 completed an evaluation of an activity with the childminder and had discussions at appropriate times during the inspection. n The inspector looked at a range of documents, such as children's observations and assessments, training records and a sample of policies and procedures. 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 feedback received for the inspection.

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Effectiveness of leadership and management is good

The childminder reflects on the overall quality of her setting. She gathers the views of parents, for example, via questionnaires. This helps her to identify areas for improvement or areas to develop further. Safeguarding is effective. The childminder demonstrates secure knowledge of child protection and wider safeguarding matters. She understands what action to take if she has concerns about a child's welfare. The childminder identifies and minimises possible risks to children, to help to provide a clean and safe environment for them to play in. Parents are well informed about their children's development. Among other things, the childminder shares detailed observations of their play and regular summaries of their progress. This helps to promote good continuity in children's learning.

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Quality of teaching, learning and assessment is good

The childminder gathers a range of information from parents when children first start at the setting. She discusses what children can do and already know, to establish accurate starting points in their development. She plans activities to support their next steps in learning and follow their interests. The childminder is enthusiastic and joins in children's play to support and extend their learning. For example, boys delight at exploring water while they fill and empty a variety of containers. The childminder models how to make the waterwheel turn and shows how to tip the watering can so the water sprinkles out. This helps to develop children's physical and thinking skills effectively.

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Personal development, behaviour and welfare are good

Children behave well. The childminder skilfully supports children to share and take turns. She consistently praises them for their achievements, for example by clapping and saying, 'well done'. This helps children's confidence to flourish. The childminder promotes children's independence and self-help skills well. For example, children practise putting sun hats and sandals on by themselves. The childminder demonstrates how to wash hands thoroughly before eating. She gives children time to learn new skills, such as supervising them chopping strawberries with a knife. Children enjoy eating a good range of healthy foods, such as fruit and vegetables for snack. They benefit from regular visits to the local park and playgroup and go on enjoyable day trips. These help to promote children's good health and physical well-being.

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Outcomes for children are good

Children are achieving in line with expectations for their age. They develop key skills in readiness for school and in preparation for their future learning. They learn about number, shape and measure through their daily activities and routines. For example, they count the steps as they climb up the slide and talk about the different shape cutters in the dough. Children use their feet to drive vehicles, such as motorbikes and cars, in different directions. They are imaginative and pretend to make cups of tea and biscuits using role-play resources. They enjoy making a variety of marks with water and brushes on the wall outside.

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Setting details

Unique reference number EY546593 Local authority Leeds Inspection number 10109261 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 - 1 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Morley, Leeds, West Yorkshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification 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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