Childminder 320347

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

Children settle well and build warm relationships with the childminder. They feel happy, safe and are comfortable in the childminder's company as they seek reassurance from her or settle on her knee for a story. They are confident in her home and freely move from room to room, supervised well by the childminder. They show their independence as they go to get their drink from the kitchen, or move to another room to play with a different selection of toys.

p.2

The provision is good

Children show their developing knowledge of how technology works as they enjoy playing with the activity table. They know how to press buttons to activate music and sounds. They find the animals hidden behind the flaps and know some of the noises the animals make, as they 'roar' like a lion.

p.2

The provision is good

Children develop their mathematical knowledge well. They look at numbers as the childminder reads books to them and counts the animals on the page. They concentrate well as they use shape sorters to match the correct shape to the correct hole. The childminder supports them well to match the shapes, showing them how to turn the objects round so they can post them through the holes.

p.2

need to do better?

n Children who speak English as an additional language are supported particularly well by the childminder. She plans a curriculum which is rich in language. The childminder can speak different languages and uses this knowledge well. She talks to children in their home language as well as in English during play. She has electronic toys which are dual language so that children can experience and listen to their home language during activities. For example, the childminder repeats phrases in English and French as children open and close doors on the activity table. She says the name of animals in both languages to help children build their vocabulary and develop a good understanding of English. n Assessments of children's development are accurate. The childminder carries out regular observations of children playing so she can understand their development and plan what they need to learn next. She provides toys that they

p.2

need to do better?

are interested in, such as farm animals and cars. She uses resources well to teach children new skills and words. Children enjoy the activities on offer. n Children have suitable opportunities to practise their large-muscle control as the childminder takes them to the park. However, she has not thought about how she can extend these activities, for example by planning the outdoor area she has to further promote children's physical development. n The childminder shares effective information with parents. When children first start attending, she uses parents' knowledge of their own children to assess children's development. She talks to them regularly about how their child is

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need to do better?

28 January 2020 progressing and the activities they enjoy. However, she provides less information to help parents extend their child's learning at home. n There is not enough focus on professional development so that the childminder can develop her knowledge of early years and enhance her planning of the curriculum. n The childminder supports children's behaviour well. Children treat toys and play equipment with respect. They build their self-esteem as they receive lots of praise from the childminder, who claps and says 'bravo' to praise them. n Risk assessments are implemented effectively to ensure that children have a safe space to play. The childminder has a safety gate to the stairs to prevent young children accessing these. She ensures cleaning products are stored away from children's reach and has appropriate fire detection and control equipment in place. n The childminder supports children's care needs well. She gathers necessary

p.2

need to do better?

information about children's routines when they first start attending. She understands their signs of tiredness and when they need a nap. They are settled to sleep as she gently rocks them on her knee and places them into the cot. She checks them regularly and when they wake up she gives them a cuddle and sits with them until they are ready to play again.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to protect the children in her care. She does not regularly complete training in this area, however, she does have an effective knowledge of the signs children may show if they are suffering from abuse. She has a suitable policy in place to refer to and she knows what to do in the event an allegation is made against anyone involved with her childminding setting. The childminder knows the records she needs to keep and the agencies she would need to report any concerns to, in order to safeguard children.

p.3

should:

n strengthen planning for children's physical development and outdoor play so that they get more opportunities to practise their large-muscle control n build on partnerships with parents by extending information given to them about their children's development and things they can do at home to support this n develop a targeted plan of professional development to increase knowledge of changes in early years and to enhance the curriculum.

p.3

Setting details

Unique reference number 320347 Local authority Leeds Inspection number 10117274 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 1 Total number of places 6 Number of children on roll 1 Date of previous inspection 21 August 2014

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Leeds. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector observed the interactions between the childminder and the children during their play. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector checked relevant documentation that the childminder uses to ensure the safety and welfare of the children. n The inspector discussed how the provider plans the curriculum to support children's learning.

p.4

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

28 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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