Childminder in Leeds

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

p.1

The provision is good

Children are very happy and settled. The childminder and her assistant have developed a close bond with the children. The high expectations for good behaviour are clear. Children are well behaved, polite and considerate to others.

p.2

The provision is good

The childminder plans and provides a wide range of experiences. Some children make fresh pizza for the first time and others develop their understanding of healthy foods as they choose their toppings. Younger children go to the swimming pool for the first time. They each have the full attention of the childminder and her assistant. This helps them to feel safe. Children enjoy the new experience and continue to build up their life skills.

p.2

The provision is good

Children learn to respect each other through activities that enable them to share their personal experiences. For example, they learn about things that they do differently. Children sit together and discuss the different ways they celebrate days that are special to them. Children read a story about Eid and ask questions of their friends, who are happy to answer. Older children ask, 'What do you eat when the sun goes down?' and younger children ask, 'Why can you not eat?'

p.2

need to do better?

n The childminder considers children's individual learning needs in all areas of learning. She develops and implements a learning programme that is varied and interesting. Children show a very positive attitude towards learning, make good progress and occasionally exceed the childminder's expectations. n The childminder skilfully extends children's learning through activities. For example, they make and decorate a shopping bag and explain to the inspector that they are going shopping. Their shop is stocked with fresh fruit and vegetables as well as play food. Children decide whether they are the customer or the shop assistant. Some children use tongs to select different items and decide how much to charge. Others are tasked with counting out their money to pay for their produce. n The childminder helps children to extend their vocabulary through play. For example, she introduces new words, such as 'cauliflower' and 'grapefruit'.

p.2

need to do better?

Children have not seen a raw cauliflower before and are intrigued. The childminder holds up a grapefruit and asks, 'What is it?' She talks about the similarities to an orange with the children and helps them to identify the differences, such as the colour. Children are invited to taste the grapefruit at snack time after they help the childminder to slice it with a suitable knife. n The childminder encourages children to sound out the beginning of new words. However, while children are well challenged, the childminder does not always consider how to adapt questions when working with a group of children at

p.2

need to do better?

12 September 2019 different stages in their development. This means the questions are sometimes more difficult for some children to understand and answer. n Following her previous inspection, the childminder has successfully committed herself to improving the quality of care and education that she provides. She has made sure that all adults working with children have a current paediatric first-aid certificate and ensures that adult-to-child ratios are maintained effectively. n The childminder has provided the required training for assistants. Assistants now fully understand their roles and responsibilities, and demonstrate up-to-date knowledge of all safeguarding issues. This also helps to ensure children's safety and well-being. However, although the childminder clearly has ambition for the development of her assistants' skills, plans for this are in the early stages. n The childminder has a good working partnership with parents and other settings

p.2

need to do better?

children attend. The effective exchange of information between them includes new interests and skills children are developing. The childminder makes good use of this information to plan activities and play opportunities to further promote children's learning. These improvements have had a rapid impact on the quality of care and education that she provides. n Children understand why they must follow good hygiene practices. After washing their hands, they tell the inspector that they have 'washed the germs away.'

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that her assistants and herself keep their safeguarding knowledge up to date. They are aware of possible signs and symptoms that may indicate a child is at risk of harm or abuse. The childminder and her assistant are familiar with wider safeguarding issues, such as extremism and grooming. They understand what procedures to implement should they have concerns about a child. The childminder's home is safe and secure.

p.3

should:

n adapt teaching so that children's individual learning needs are fully considered and matched to their level of understanding n continue to review and support the development of the assistants' teaching skills.

p.3

Setting details

Unique reference number EY440961 Local authority Leeds Inspection number 10101192 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 12 Number of children on roll 14 Date of previous inspection 26 February 2019

p.4

Information about this early years setting

The childminder registered in 2012 and lives in the Calverley area 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 assistants.

p.4

Inspection activities

n The childminder explained to the inspector how she promotes children's learning and development. n The inspector and the childminder evaluated an activity. n The inspector spoke to the childminder, the assistant and children. n The inspector looked at training certificates and suitability checks.

p.4

Inspection activities

We carried out this inspection 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.

p.4

Inspection activities

12 September 2019 regulates and inspects to 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.

p.4

Inspection activities

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 .

p.5

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5