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

Children play happily. They demonstrate that they feel safe and secure with the loving childminder, with whom they have a close bond. Children spontaneously approach him for a cuddle or comfort. They develop a love for books. Children enjoy snuggling up to the childminder when listening to a favourite story. The childminder shares his observations of the children with his co-childminder. This helps to contribute to regular assessments of children's achievements and the planning of activities. The childminder has high expectations, which helps children to make good progress and develop skills for their future learning. Children enjoy the childminder's enthusiastic interactions, for instance, as he models how to throw beanbags into a bucket.

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The provision is good

Children receive ample praise and encouragement. This helps to build on their self- esteem and confidence. The childminder sensitively encourages two-year-old children to share and take turns when minor squabbles occur. This positively helps young children to learn about the expectations for their behaviour and develop important social skills. Children develop independence and enjoy helping with tasks, such as tidying up. They confidently move around the safe play area, which is generally organised well, to promote their learning and focus. The childminder sensitively intervenes to help two-year-old children to develop their early independence while dressing up in costumes.

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need to do better?

n The childminder has good knowledge of the children in his care. He helps his co- childminder to provide a varied range of activities across the seven areas of learning. These are based on children's interests and build on what children already know and can do. The childminder particularly enjoys planning outings for older children to build on their experiences. For example, they decorate lollipop sticks to race down the water during a visit to the canal. n Younger children take part in outings to the pet shop and toddler groups, where they mix with larger groups of children. This helps them to learn about the community they live in and the uniqueness of themselves and others. Older children learn about special events within differing families. For example, they reflect on what they have learned about Chinese New Year through their drawings, which demonstrates their good literacy skills. n The childminder is a good role model. He shows children how to be kind and

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need to do better?

respectful. For example, the childminder talks to two-year-old children and toddlers about sharing out the beanbags fairly, so that everyone has an equal amount. n The childminder builds positive relationships with parents. He exchanges important information about children's care routines, to support children during

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need to do better?

4 February 2020 the settling-in period and beyond. This helps to foster children's emotional well- being and their sense of security. n The childminder creates a bright and welcoming playroom, which he enhances with posters and children's artwork. The ample range of toys generally supports children's learning, particularly for those aged over two years. However, the range and accessibility of toys for toddlers do not optimise their independent play, exploration and investigation skills. n Children have healthy snacks and meals, which contributes to their physical well- being and understanding of healthy living. They also visit local parks, where they benefit from fresh air and exercise. Children use physical apparatus, which helps to build on their large-muscle skills and confidence. n Young children are developing early mathematical and literacy skills. For example, they develop the physical coordination that is important for future

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need to do better?

writing, such as when they throw beanbags into the bucket or connect bricks together. The childminder encourages toddlers to turn the shapes around to fit into the shape sorter. n Overall, the childminder supports children's learning and development well. For example, he builds on their early communication skills while reading a story. The childminder explains what different role-play toys are used for, such as a thermometer or tools. However, sometimes, the childminder too eager to tidy resources away while children are still engaged or may wish to return to activities. n The childminder evaluates certain aspects of practice with his co-childminder. However, he does not consider improvements or continued professional development relevant to himself, to optimise his own teaching and children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a sound knowledge of safeguarding. He understands the possible signs of abuse and the procedures to follow should he have any concerns about a child. All safety issues within the childminder's home are addressed and he thoroughly considers children's safety on outings. For example, children help to create safety rules, wear high-visibility clothing and learn how to use pedestrian crossings. The childminder also teaches children not to pet animals that might approach them, whether they are on a lead and with their owners or not.

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should:

n enhance children's opportunities to have uninterrupted time to play, follow their ideas and revisit activities to consolidate and build on their learning

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should:

4 February 2020 n enhance toddlers' independent learning and provide a broader and richer range of media and materials that they can use, move and combine in different ways, to enhance their exploration and investigation skills n develop specific individual self-reflection to identify and target more unique areas for improvement or professional development that will raise teaching and learning to the highest level.

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Setting details

Unique reference number EY311276 Local authority Leeds Inspection number 10064374 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 11 Total number of places 6 Number of children on roll 12 Date of previous inspection 21 July 2016

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Information about this early years setting

The childminder registered in 2002 and lives in the Wortley area of Leeds. He operates all year round from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 2. He provides funded early education for two-, three- and four-year-old children. The childminder works alongside his wife, who is also a registered childminder.

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Inspection activities

n The inspector viewed the areas within the home used for childcare purposes. She observed activities indoors and the interactions between the childminder and children. n The inspector carried out a joint evaluation of an activity with the childminder. n The childminder and the inspector held discussions at appropriate times during the inspection. The inspector looked at relevant documentation, including children's records of learning and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection.

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Inspection activities

4 February 2020 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

4 February 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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