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 Requires improvement

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The provision is good

The childminder provides a warm, welcoming and homely environment for children, who are very happy and settled in her care. Children thoroughly enjoy their time at the setting and build strong relationships with the childminder. They are confident and happy learners who are familiar with their daily routines. This helps children to feel emotionally safe and secure. Children's behaviour is very good. They are polite and listen carefully to the childminder's instructions. Children remember to use their good manners and say 'please' and 'thank you'. The childminder has high expectations of what children can achieve. She observes children during play and assesses the progress that they make. She has a secure understanding of the early years foundation stage and promotes all areas of learning well. The childminder uses her knowledge of how children learn best to plan a range of stimulating and engaging activities and play equipment. For example, children use their good

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The provision is good

imaginations and creative skills to make vehicles from their favourite books. Children engage in role play and pretend to take their dolls to the supermarket to buy ingredients for their tea party. The childminder interacts very well with children and uses good questioning skills to extend their ideas during adult-led activities. Children respond well to this and talk about the places they are visiting and what they will do when they arrive. This helps to promote children's communication and language skills.

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need to do better?

n The childminder has worked hard to address the actions set at her previous inspection. She plans highly effective learning opportunities according to children's interests and next stages of learning. Children make good rates of progress and any gaps in their development close quickly. n The childminder evaluates the quality of her setting and teaching very well. She completes her own research online to help keep up to date with any changes to requirements. The childminder networks with other early years professionals in order to help identity key areas to improve the quality of her provision and teaching. n Partnerships with parents are effective. The childminder has implemented highly effective settling-in arrangements and gathers key information about children's individual learning and care needs. This helps the childminder to gain an in- depth knowledge and understanding about the children in her care. She uses the

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need to do better?

information she receives to assess a child's starting points and to plan activities according to what they need to learn next. The childminder continues to work collaboratively with parents and shares key information about their child's progress. She provides parents with activities and suggests ways for them to help to support their child's learning at home. This helps to ensure a consistent approach towards their learning.

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need to do better?

19 September 2019 n The childminder uses good questioning skills to help build on what children already know and can do. However, sometimes, she answers her own questions and does not allow children enough time to explore and have their own ideas during independent play. The childminder plans to access further training to help raise the quality of teaching to the highest level. n Children develop good language and literacy skills. They listen intently to the childminder and eagerly help to read their favourite stories and sing songs. For example, children enjoy using puppets to help recall key themes in stories and sing their favourite nursery rhymes. Children are proud of their achievements and delight in the praise that they receive. n The childminder makes the most of all opportunities to develop children's mathematical skills. For example, she encourages children to use mathematical language to compare different sizes. Children count the total number of ducks

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need to do better?

and begin to recognise numerals on displays. Children learn the names of various shapes as they make pictures using different-shaped tissue paper. n Children understand the importance of eating well-balanced and nutritious meals. They learn where food comes from and help to prepare healthy meals and snacks. Children develop good independent self-care and physical skills as they butter bread and chop vegetables. They know to wash their hands and help to clean tables before they serve food. n The childminder encourages children to consider road safety during role play. For example, children fasten their dolls into imaginary car seats and fasten their own seat belts before setting off on their journey. Children have clear messages about how to keep themselves and other people safe. n Children enjoy the time they spend outdoors playing in the fresh air. They go on outings and visit local playgroups to socialise with other children within their

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need to do better?

community. Children make pictures of themselves and other people that they know. They label their different body parts and begin to recognise the similarities and differences between people. Children develop good social skills and are well prepared for their eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands how to recognise the signs and symptoms of abuse. She knows the necessary procedures to follow should she have a concern about a child's welfare. The childminder keeps her safeguarding policy and procedure up to date and in line with the Local Safeguarding Children Board. She completes her own research online and accesses child protection training. This helps her to keep up to date with current issues which may affect a child in her care.

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should:

19 September 2019 n allow children more time to respond to the questions they are asked and explore their own ideas during independent play n continue to access further training opportunities in order to help raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY330569 Local authority Leeds Inspection number 10081004 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 to 9 Total number of places 6 Number of children on roll 3 Date of previous inspection 28 September 2018

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Information about this early years setting

The childminder registered in 2006 and lives in the Bramley area of Leeds. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum for children. n The inspector completed observations of children during their play and assessed the quality of their learning. n The inspector jointly evaluated two activities with the childminder and considered her views. n The inspector spoke to children during the inspection. She had discussions with the childminder about how she seeks feedback and works in partnership with parents. n The inspector held discussions with the childminder at convenient times during the inspection. She reviewed a sample of relevant documents, including evidence of suitability for all adults living and working on the premises.

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Inspection activities

19 September 2019 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.

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Inspection activities

19 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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