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 are happy and settled as they confidently move around the safe and generally well-organised play space. The childminder has high expectations for children, who achieve well relative to their ages. Children take part in a variety of suitably challenging activities across the seven areas of learning. These are based on their interests and stage of development. The childminder regularly uses her assessments to identify what children need to master next.

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The provision is good

Children develop skills in readiness for their future learning and ultimately school. They enjoy learning and approach this positively. For example, two-year-old children delight in making marks, which helps to support their early literacy development. They enjoy copying the childminder as she introduces early mathematical concepts, such as drawing and naming a circle. Toddlers delight in copying their two-year-old peers who dress up in favourite costumes.

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The provision is good

Children develop secure attachments to the childminder. This builds their self- esteem, sense of security and emotional well-being. Children are clearly familiar with daily routines. Young children enjoy helping with tasks as part of this, such as tidying up and washing their hands before they eat. Mealtimes are sociable occasions and provide opportunities for children to develop independence. The childminder models and encourages good manners and supports children's positive behaviour well, overall.

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need to do better?

n The childminder works closely with parents to meet children's care and learning needs, and shares children's achievements regularly. She has recently introduced a new learning journal to build on information sharing, including how parents can support learning at home. The childminder links with school staff to complement older children's experiences. n The childminder has built up an ample range of toys that are set out in the bright and welcoming playroom. These meet most children's needs well and promote their focus while playing. However, the organisation and range of resources for young children does not fully facilitate their independent play, exploration and investigation. n Children have regular opportunities to be physically active, which contributes to healthy living. For example, they sing and dance with the childminder. Children visit local parks, where they use apparatus that builds on their large-muscle

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need to do better?

skills. They are encouraged to make healthy food choices. The childminder sensitively encourages children to try all foods, including raw vegetables and salad items. n Two-year-old children learn to play alongside one another, share and take turns.

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need to do better?

4 February 2020 The childminder praises their achievements. However, on occasion, she does not give clear explanations. Children do not consistently understand why she is asking them to do or not do something. n The childminder helps children to learn about their local community and wider world in which they live. For instance, young children mix with larger groups of children when they attend toddler groups. Children who have recently moved on to school learn about different cultural celebrations, including Chinese New Year. They demonstrate impressive literacy skills as they interpret what they have learned through drawings in their own memory books. n The childminder reflects on and improves certain aspects of her practice. However, she misses opportunities to use self-evaluation to full effect. For example, the childminder does not identify how she can optimise her teaching skills and children's learning. This includes planning specific continued

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need to do better?

professional development. n Young children respond positively to the childminder. She warmly undertakes care routines that build on young children's developing independence and communication. As toddlers play, they babble, attempt to join in with songs and enjoy books. The childminder builds on two-year-old children's developing sentences and early counting skills. For example, she talks about the model they are building and how many bricks they have stacked. n Children develop their small-muscle skills in readiness for future writing. For instance, they hold crayons to make early marks. Toddlers point to their picture, using the word 'mummy'. The childminder builds on their developing use of single words. For example, she exclaims, 'Is that picture for your mummy?', to which toddlers respond with a nod. She models early literacy skills while writing children's names on their pictures.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of managing risks. Consequently, children move around freely in a safe and secure environment. The childminder knows how to identify possible signs of abuse. This includes those which indicate that a child may be at risk of harm from extreme behaviours or views. The childminder understands reporting procedures, should she be concerned about a child's welfare. The childminder develops children's early awareness of risk and keeping themselves safe. For example, she encourages children to pick things up, such as the crayons that have rolled off the table onto the floor, to minimise accidents.

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should:

4 February 2020 n broaden the range of media and materials to support young children's exploration and investigation skills and maximise their independent learning experiences n give greater explanations about why rules and boundaries exist, to enhance children's understanding of expectations within the setting n develop self-reflection to target areas for improvement or professional development that strengthen and raise teaching and learning to the highest level.

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Setting details

Unique reference number EY382066 Local authority Leeds Inspection number 10064383 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 2008 and lives in the Wortley area of Leeds. She 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 3. She provides funded early education for two-, three- and four-year-old children. The childminder works alongside her husband, who is also a registered childminder.

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Inspection activities

n The childminder showed the inspector the areas of the home that are used for childcare purposes. The inspector 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 a number of discussions at appropriate times during the inspection. The inspector looked at relevant documents, 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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