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

The childminder has high expectations for the children in her care and precisely identifies their stage of development on entry. She provides a generally good range of toys and activities across the curriculum and works in close partnership with parents. Toddlers and babies have progressed well in the short time they have been attending, supported by the childminder's overall good-quality interactions.

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The provision is good

The childminder provides a good narrative with babies and toddlers. Toddlers especially enjoy looking at their favourite books. This fosters their early communication skills extremely well in readiness for future learning. Babies and toddlers confidently explore within the safe environment. For example, during a planned activity, toddlers observe paint oozing around inside the sealed plastic food bag. They tentatively manipulate this with their fingers.

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The provision is good

Toddlers and babies are happy and very settled. They have built secure emotional attachments to the loving and nurturing childminder, who fully understands, and tends to, their care needs. The childminder gives babies a cuddle and speaks to them warmly when they awake from their nap. She recognises that they may be thirsty and offers them a drink. When overzealous toddlers show they want to help, the childminder sensitively reminds them to be kind and gentle.

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need to do better?

n The childminder continually observes toddlers and babies as they play, in order to plan for what they need to learn next. Babies and toddlers have ample accessible plastic resources to choose to play with. However, they have fewer opportunities to explore freely a wider, richer range of media and materials that optimise their learning. n Toddlers and babies delight in social interactions. Babies beam at the childminder after waking happily from their nap. Toddlers delight in the company of adults. They jabber eagerly, and they confidently bring their comfort toy to the inspector. Babies are very physically active. They speedily crawl around and confidently pull themselves up using sturdy toys and furniture. n The childminder extends babies' and toddlers' learning as they lead their own play. She encourages babies to copy her as she presses the keys on the toy piano. The childminder models to toddlers how to correctly build with the

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need to do better?

stacking cups. However, during an adult-led sensory activity, she does not make the most of opportunities to sustain toddlers' interest and engagement strongly. n The childminder builds on babies' and toddlers' language skills effectively. She acknowledges babies' squeals and babbling and describes what is happening during care routines. This helps babies and toddlers to link words to actions and develop new single words. They confidently seek to gain attention and make

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need to do better?

26 November 2019 their needs known through their own attempts at early communication. n The childminder encourages toddlers' interest in books and stories, which supports their future early literacy skills. Toddlers love listening to the 'Ten in the Bed' musical book. The childminder sings the song cheerily as toddlers attempt to join in and point to pictures. She names the animals and the sounds they make. The childminder introduces early mathematics as she counts the animals. n Toddlers have good opportunities to develop independence during care routines. The childminder sensitively encourages them to use their spoon, rather than their fingers, to eat the nutritious spaghetti bolognese. They show great perseverance as they try to put babies' socks backs on after noticing they have fallen off. The childminder praises toddlers for how kind they are, which helps to foster their self-esteem, confidence and positive behaviour.

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need to do better?

n The childminder continually shares information with parents. She talks to them every day, alongside sharing photographs. She also details care routines and what children have been doing in daily diaries. Parents are encouraged to add their own comments and they complete questionnaires to help inform the childminder's plans for her service. n The childminder uses various sources of information, including online training, to keep her practice up to date and develop her knowledge and skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to keep the children in her care safe. For example, she closely supervises babies and toddlers and undertakes effective risk assessments to minimise or remove hazards to them. The childminder keeps her good knowledge of child protection issues updated. For instance, she refreshes her training and obtains information on current safeguarding guidance and procedures. She can identify the possible signs of abuse and understands to whom she should report her concerns.

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should:

n extend and enrich the range of accessible media and materials for babies and toddlers to investigate and combine in different ways n enhance the quality of teaching during adult-planned activities, to sustain toddlers' interest and engagement to the highest level.

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Setting details

Unique reference number 319527 Local authority Leeds Inspection number 10070917 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 4 Date of previous inspection 1 June 2015

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Information about this early years setting

The childminder registered in 1981 and lives in the Moortown area of Leeds. She operates Tuesdays and Wednesdays, from 8am to 4.30pm, all year round, except for bank holidays and family holidays. The childminder holds a level 3 childcare qualification.

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Inspection activities

n The inspector observed the areas used for childcare purposes, activities indoors, and the interactions between the childminder and children. n The childminder and the inspector carried out a joint evaluation of an activity that the childminder had planned. n The inspector held a number of discussions with the childminder. She looked at relevant documents, children's records of learning, and evidence of the suitability of persons living in the household. n The inspector engaged with babies and toddlers during the inspection. n The childminder shared written feedback from parents with the inspector.

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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

26 November 2019 26 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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