Childminder 319897

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 and her assistant have high expectations for children to make good progress. They regularly evaluate what they offer and make changes that have a positive impact. For example, the childminder has reorganised her resources so children can independently select what they want to play with. Children confidently choose dressing-up clothes, books and construction sets. Babies use equipment for different purposes. For example, they use a child-height table to pull themselves up. Once they have steadied themselves, they begin to explore the musical instruments on the table. As they move around the play area, they use a low settee to steady themselves. Children are happy, settled and relaxed. They are well behaved, and they interact with the childminder and her assistant equally well. Children enjoy the attention they receive, and this shows that they feel safe. Parents speak very highly of the childminder and her assistant. They thank them

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The provision is good

for their support and describe the setting as a 'happy, loving, safe place' for their 'precious bundle to be left'.

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need to do better?

n Children explore different tastes and textures while learning about food from other countries. During the morning snack they taste spring rolls, prawn toast, noodles, sweet and sour sauce, prawn crackers and fortune cookies. They find out how to use chop sticks and listen to Chinese celebration music. n Children are encouraged to explore different materials and to mark make. For example, the childminder provides sheets of paper with blobs of paint trapped under clear film. The children watch the affect as they move the paint around with their fingers. They watch the colours mix and spread out. The childminder narrates what they are doing, introduces words such as 'squishy' and 'slippery', and talks about the colours. n Older children include babies in their play. They blow bubbles towards them and the babies become intrigued as the bubbles float around and burst. The older children are motivated by the babies' interest and continue to blow more as they

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need to do better?

talk excitedly about the rainbows they can see inside the bubbles. n Parents visit with children before they start at the setting. The number of visits is flexible to meet children's and parents' needs. This helps to reassure parents and prepare children for being left in the care of the childminder. n The childminder is keen for children to eat healthily. She supplies recipes to parents for suitable food to include in children's packed lunches. The childminder sits with the children at lunchtime and takes the opportunity to talk to them about the benefits of healthy eating. All the children have lunch together, including babies, who are safe in their high chairs. It is a lovely, sociable time and children enjoy chatting and forming good relationships with each other. n The childminder and her assistant observe and assess children's progress. They

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need to do better?

21 January 2020 know what children can and cannot do and discuss plans for their next stage of learning with parents. Parents are also provided with more detailed information through an electronic system. However, the childminder is not as successful at helping parents to share information about the new skills their children learn at home. n The childminder makes good use of the amenities within the local community, such as the library, soft-play areas and local parks. This helps to provide children with access fresh air, as well as promoting their interest in books and physical activity. n Children are creative and enjoy craft activities. They collect leaves during a nature walk and when they return they make necklaces out of them. Babies are interested in the different sounds they can make. For example, they tap wood against wood and shake bells to make them rattle. However, the childminder and her assistant occasionally move from one activity to another too quickly.

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need to do better?

Because of this, some children are unable to complete their task at their own pace or follow up on a new interest.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant are aware of the different types of abuse and possible signs and symptoms. They understand the procedure they must implement should they feel a child is at risk of abuse or neglect. The childminder and her assistant have made themselves familiar with wider issues, such as radicalisation, the grooming of children and the possible dangers children may face on social media. The childminder understands the requirements that she must meet to ensure a person is suitable to work with children. She makes sure the home and her outdoor area are secure, and no-one can enter or leave the premises unnoticed. This helps to keep children safe.

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should:

n give children time to complete tasks at their own pace and to follow up on new interests that emerge n find ways to engage parents and help them share information about their children's achievements at home.

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Setting details

Unique reference number 319897 Local authority Leeds Inspection number 10064240 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 12 Number of children on roll 16 Date of previous inspection 19 November 2015

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Information about this early years setting

The childminder registered in 1994 and lives in the East Ardsley area of Wakefield. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with an assistant.

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Inspection activities

n The inspector observed the quality of teaching and learning, and assessed the impact this has on children's learning. n The inspector evaluated a planned activity with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector looked at children's records and a range of other documents, including certificates and suitability checks. n The inspector took account of parents' views.

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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

21 January 2020 21 January 2020 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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