Childminder EY385938

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 is passionate about providing a homely setting where children can make their own choices in play. She provides a good range of activities and resources that children enjoy and promote their interests well. For example, boys spend long periods of time exploring different cars and vehicles. They drive them up and down the ramps on the garage and ask for help to operate the lift. The childminder monitors children's development closely to track their progress against the different areas of learning. She plans activities to support children with what they need to learn next.

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The provision is good

Children develop close attachments to the childminder. Her relationships with children are caring, supportive and fun. Consequently, children are happy and settled. They understand the rules in place and respond to the childminder's instructions. The childminder identifies and minimises risks in the setting to help to keep children safe from harm. Children behave well. The childminder encourages children to share and take turns effectively. For example, she shares out plastic coins that children enjoy posting into a slot on a toy. She reinforces whose turn it is. She consistently praises children, which helps to build their self-esteem and confidence successfully.

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need to do better?

n The childminder gathers information about what children already know and can do when they first start at the setting. She observes children playing and identifies their next steps in learning. For example, she focuses on gaps in their speech and language development successfully. n Children enjoy looking at books. They take them to the childminder so that they can listen to her reading. They turn the pages independently and copy noises that the childminder makes, such as 'twit twoo' for an owl. The childminder models key words and asks questions to test their understanding. This helps to support children's emerging speech and communication skills. n The childminder takes children to a variety of places in the community. For example, they attend a weekly playgroup and visit the park and soft-play centres. This helps to develop children's social and physical skills and their awareness of the wider world.

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need to do better?

n Children spend time investigating coloured pasta. They delight at filling and emptying containers and let the pasta fall on the tray to listen to the sound. The childminder extends their play and offers challenge. For example, she demonstrates how to use a digger to scoop the pasta and transport it to another truck. n The childminder keep parents informed about their child's development. She speaks to parents each day and shares photos via her business page on social

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need to do better?

16 December 2019 media. She completes a summary of children's progress between the ages of two and three years. This helps parents to understand the different areas of learning and know how to support their children at home. n The childminder has developed good relationships with teachers at the local nursery and school. This means that key information is shared easily, when appropriate. The childminder can access information via a shared online profile, which means she can find out about key events and topics. This helps to promote continuity in children's care and learning. n Parents are complimentary about the childminder. They comment that she provides high-quality care in a safe environment and has a nurturing and compassionate approach. These positive relationships help to foster children's emotional well-being effectively. n The childminder has effective care routines in place and children are familiar

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need to do better?

with them. For example, children are happy to have their nappy changed or go for a sleep when feeling tired. This helps to ensure that children's physical and emotional needs are well met. n The childminder understands the importance of children developing key skills for their future, such as mathematics. However, she does not always exploit opportunities in play and activities to further extend their understanding of numbers. n The childminder has attended some training, such as safeguarding. However, she is not focusing her professional development sharply enough in order to help raise the quality of teaching to an even higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding is effective. The childminder keeps an accurate record of the children attending each day. She follows policies and procedures effectively, such as administering medication appropriately. The childminder can identify signs and symptoms of possible child abuse and neglect. She understands what action to take and who to contact should she have any concerns about a child's welfare. She is aware of wider safeguarding matters, such as indicators that a child may be at risk of radicalisation. She understands the potential dangers of mobile phones, cameras and social media. She has identified ways to reduce these risks in the setting.

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should:

n give children more opportunities to develop, practise and extend their number skills through their everyday play and activities n focus professional development more sharply to help raise the quality of

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should:

16 December 2019 teaching to the highest level.

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Setting details

Unique reference number EY385938 Local authority Leeds Inspection number 10064385 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 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 15 July 2016

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Information about this early years setting

The childminder registered in 2009 and lives in Kippax, Leeds. She operates all year round from 7am to 6pm, Monday to Thursday, except bank holidays and family holidays.

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Inspection activities

n The inspector and childminder completed a learning walk of the setting. They discussed how the provision is organised and the childminder's approach to the curriculum. n A joint observation was completed by the inspector and childminder. The inspector assessed the impact of teaching on children's learning. n The inspector spoke to the childminder at appropriate times during the inspection. n A sample of documents were viewed, including the suitability of people living in the premises, training records and children's assessments. n The inspector took account of parents' views recorded as written feedback for the inspection.

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Inspection activities

16 December 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

16 December 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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