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 created a homely setting, where children feel happy and safe. She has a caring, calm and patient approach. This results in children feeling secure and valued as individuals. Children behave well and they are very positive in their interactions with each other. The childminder fosters their independence extremely well. The childminder gives children time to try to do things by themselves, such as climbing down the steps in the garden. She is always close by, observing and offering encouragement and help when needed.

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The provision is good

The childminder is very clear about her approach towards children's learning. She encourages them to take a lead and explore their own interests. For example, when children are curious about blackberries, they pick some, cook with them and enjoy painting with them. The childminder tracks children's development across the different areas of learning. This helps her to plan a range of enjoyable activities to support children to make good progress.

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need to do better?

n Children benefit from spending time outdoors. They enjoy climbing hills and experience the feel of the wind on their faces. Children go for walks in the woods and enjoy jumping in the puddles. They practise balancing and climbing over obstacles. This helps to promote their physical development and well-being successfully. n The childminder recognises the value of working in close partnership with parents. She keeps them updated about their child's progress, including through daily conversations, videos and photographs. The childminder sends books, favourite toys and activities to help support and extend children's learning at home. n The childminder has effective care practices in place that help to foster the children's emotional well-being. For example, she is respectful and sensitive when children feel upset about getting changed out of wet clothes. The childminder successfully supports children to understand how they can feel

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need to do better?

better. n The childminder shares books with children enthusiastically. Children listen intently and talk about the pictures they can see. They delight at singing and joining in with the actions to rhymes. Children use chalk to practise making different marks. This helps them to develop key literacy skills in preparation for school. n The childminder uses opportunities to develop children's mathematical understanding. For example, they count how many aliens are left in the spaceship while looking at a book together. The childminder models counting items and encourages children to copy, supporting them to count each item

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need to do better?

22 January 2020 carefully. n Children learn the importance of washing their hands and sing a song called 'Bubbles in the kitchen'. They understand that keeping their hands clean helps them to get rid of germs and keeps them healthy. n The childminder listens carefully to children and responds sensitively and positively. She teaches children the importance of respecting others and valuing differences. Children spend time in the local community, for example, they attend a playgroup with other childminders. This helps children to develop vital social skills with others. n Children enjoy a range of healthy food. For example, they choose a selection of fruit they would like to have for snack and eat a home-cooked vegetable stew for lunch. This contributes towards children's good health and physical well- being. n The childminder is dedicated about the service she provides. She enjoys reading a variety of books and visits websites to help keep her knowledge up to date.

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need to do better?

However, she does not currently access a wide range of focused or targeted professional development to help raise the quality of education to the highest level. n The childminder plans activities that interest and engage children well. For example, they make bird feeders for the garden. Children show great concentration while they thread cereal hoops onto a piece of wool. However, the childminder does not consistently use what she knows about children's learning from her assessments, to plan activities that are highly challenging.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has completed safeguarding training and understands the importance of keeping her knowledge up to date. She can confidently recognise signs and symptoms of possible child abuse and neglect. The childminder has clear policies and procedures in place to follow, should she have any concerns about a child's welfare. She shows awareness of wider safeguarding matters, such as how to keep children safe from the risks of extreme views. She identifies and minimises risks in the setting to help to keep children as safe from harm as possible.

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should:

n focus professional development more precisely to strengthen knowledge and skills further and raise the quality of education to the highest level n make the best use of assessment information to plan more highly challenging activities, to support children to make the best possible progress across the curriculum.

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Setting details

Unique reference number EY425651 Local authority Leeds Inspection number 10064398 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 11 Total number of places 6 Number of children on roll 10 Date of previous inspection 12 February 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Stanningley, Leeds. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector and childminder completed a learning walk of the setting to discuss how the provision and curriculum are organised. n A sample of parents' views was collected through written feedback recorded on the childminder's questionnaires. n The inspector completed a joint observation of an activity with the childminder and discussed the quality of teaching and learning. n A range of documentation was viewed, including children's progress files, training records, policies and procedures and the suitability of people living in the household.

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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

22 January 2020 22 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

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

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