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 Good

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The provision is good

Children have a wealth of resources to choose from in this vibrant and spacious setting. The childminder and her assistant model enthusiasm and provide a range of activities that help to promote children's social skills. For instance, children join in with make-believe scenarios. They use pretend stethoscopes and bandages to re-enact doctor role-play games. In addition, children take orders from adults and children before they pretend to go shopping. They listen to others' requests and recall what is needed for their shopping list. This helps to promote children's communication and language skills. Children form loving and trusting relationships with the childminder and her assistant. They develop confidence and learn self-care skills. Children behave well. They learn to respect others and develop good turn- taking skills. The childminder and her assistant encourage children to take pride in their achievements. They provide regular praise as children play. This helps to

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The provision is good

promote children's emotional well-being. The childminder and her assistant are aware of what children know and can already do. They gather this information from parents when children first start, and they complete regular observations and assessments of children's learning. This helps children to make good progress and in some instances, excellent progress.

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need to do better?

n Children are independent. They develop good exploratory play skills. For instance, children investigate paint and shaving foam. They use small wooden sticks and create different colours. However, on some occasions, the childminder and her assistant direct messy play activities and miss opportunities to allow children the freedom to deepen their learning. Despite this, children engage well in all activities. n Children develop good mathematical understanding. They recognise shapes and colours. Children learn to match and count various objects together. n The childminder and her assistant provide children with fresh drinking water and a range of healthy choices during mealtimes. They are vigilant regarding individual children's allergy and medical information. n Children have regular opportunities to participate in physical activities. The childminder and her assistant take children on outings and provide children with

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need to do better?

opportunities to understand where food comes from. For example, they take children on exciting pumpkin-picking adventures. n The childminder and her assistant read stories to children and ask questions to help encourage them to participate in storytelling. Children listen and respond well, and they learn to recall familiar words and phrases. This helps to promote children's literacy skills. n Parents are complimentary about the service the childminder and her assistant provide for children. They comment on how happy their children are at the

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need to do better?

5 November 2019 setting. The childminder provides regular updates about children's learning and provides parents with photographs of their children participating in activities. Parents are involved in all aspects of their children's learning. n The childminder and her assistant attend training and review the overall quality of their practice. They evaluate their own learning and put into practice new ideas. For instance, they have recently attended training regarding the importance of reading to children. They have since implemented story time and puppet play as daily activities. n Children participate in regular activities that help to raise their awareness of other traditions from around the world. Children have opportunities to learn about the differences between themselves and others. n The childminder provides children with opportunities to learn how to operate simple equipment. Children acquire skills to learn how to turn information,

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need to do better?

communication and technology resources on and off. The childminder teaches children how to use these resources safely. n The childminder and her assistant play alongside children. They ask them questions and encourage children to recall previous learning. However, on some occasions, they do not provide older children with enough challenge and encourage them to think of their own solutions to problems they encounter during play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant demonstrate a good understanding of safeguarding procedures. They understand how to respond to concerns that a child may be exposed to the risk of harm. The childminder has clear safeguarding procedures in place. She attends regular updated training events and keeps her knowledge up to date in relation to wider safeguarding issues. The childminder and her assistant prioritise children's safety and well-being. They conduct regular risk assessments and help children to develop an understanding of how to keep themselves safe. For instance, children learn effective rules and boundaries within the setting.

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should:

n provide children with opportunities to follow their own lead during messy play activities, to help deepen their learning and become fully engaged in their play n provide regular challenge to children as they play, and provide opportunities for them to solve their own problems they encounter during play.

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Setting details

Unique reference number EY443207 Local authority Leeds Inspection number 10127658 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 to 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 18 January 2016

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Information about this early years setting

The childminder registered in 2012 and lives in the Morley area of Leeds. She operates all year round, Monday to Friday from 7am to 6pm, except for bank holidays and family holidays. The childminder works with an assistant.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed an evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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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.

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Inspection activities

5 November 2019 5 November 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

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

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