Childminder in Leeds

Inspection date 25 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 provides a safe and clean learning environment for children to play. Children are developing a good understanding of their own health and safety needs. For example, they know about safe procedures when playing in the sun. n Parents speak highly of the childminder. They feel their children are safe. They say their children experience a good range of activities. They feel the childminder shares good information with them about their child's day and progress. n The childminder provides a wide range of activities and resources which supports children to make good progress in their learning. n The childminder follows the interests of children well when planning activities and supporting children in their play. Children are confident and independent learners who are eager and motivated to learn. n Children are happy and settled, and they have good relationships with the childminder. The childminder meets children's individual needs well, such as working to children's

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This provision is good

individual care routines to promote continuity in their care. n The childminder is fully aware of the importance of helping children to develop positive relationships with their peers, being kind, taking turns and sharing. She manages challenging situations well and supports children to understand about right and wrong. n The childminder regularly monitors children's progress. However, she does not always use the information to consistently plan highly challenging activities in the areas where children need the most support. n The childminder is not always utilising the information parents know about their children's learning and progress to assess children's starting points. Therefore, planning for children's more rapid progress through highly challenging activities is not always optimised from the beginning of their care.

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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 make better use of what parents know about their children's learning and progress when assessing children's starting points, to support planning highly challenging activities from the beginning n make better use of information gained through monitoring children's progress to ensure children's next steps are consistently focused, and planned for effectively in the areas they need the most support.

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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 evaluated an activity with the childminder. n The inspector held discussions with the childminder and children. n The inspector looked at relevant documentation, including children's progress records, and evidence of the suitability of the childminder and household members. n The inspector took account of parents' views through their written feedback.

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Effectiveness of leadership and management is good

Safeguarding arrangements are effective. The childminder carries out regular risk assessments and safety checks to ensure she keeps children safe. The childminder has a good awareness of child protection issues. She is aware of the signs of abuse and neglect, and other safeguarding issues, such as children being vulnerable to extreme views or exploitation. The childminder has qualified teacher status and she continues to access training to promote her professional development. She uses the knowledge gained from training to review her practice. She looked at how young children learn and then provided more opportunities for them to lead their own play. She regularly looks at gaps in children's learning and considers how she can narrow these, either through her planning, resources or professional development.

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Quality of teaching, learning and assessment is good

The childminder is actively involved in children's play. She is sensitive to when children need her support and when they need the time and space to explore their own ideas and thoughts. The childminder regularly observes children and uses the information to assess what children have learned. The childminder skilfully questions older children to help them solve problems, such as helping children to work out that they need something sharp to cut their cardboard box. She uses her positive interactions to support babies and younger children to develop their communication skills. Babies respond well to this and babble with excitement when she engages with them. Older children are confident speakers and they engage easily in conversations. They are eager to tell the inspector about how the caterpillars are changing into butterflies.

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Personal development, behaviour and welfare are good

The childminder provides a stimulating, caring and welcoming environment for children. Children know their own minds and they express their feelings with confidence, including expressing when they do not want to do something. The childminder manages this well, explaining to the children why certain things need to happen, so that children develop an awareness of appropriate rules and boundaries. Children have positive relationships with their peers. The childminder provides varied meals and snacks which are nutritious and healthy. Children understand why they need to be healthy, such as washing their hands at certain times and why they need to drink plenty when playing in the sun and they are feeling warm. Children have good opportunities to take part in physical activity. Through outings and visits, among other experiences, children are learning about their community and the world in which they live.

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Outcomes for children are good

Children are making good progress in their learning and developing the skills they need for their future learning. Children develop their literacy skills. Babies make marks with water and older children recognise letters in their names. Younger children enjoy crawling in and out of boxes as they develop their coordination skills. Older children use their imaginations when pretending to make tea for their peers. Older children count in everyday situations, such as how many pieces of banana they have.

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Setting details

Unique reference number EY543618 Local authority Leeds Inspection number 10068369 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 - 10 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in the Rodley area of Leeds. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds qualified teacher status.

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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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