Clancy, Carol

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

p.1

The provision is good

Children build warm relationships with the childminder. They enjoy spending time with her and are keen to involve her in their play. The childminder has effective procedures to help new children settle in. Children's individual needs and routines are well met. The childminder talks to parents and gathers all the relevant information on their individual care routines, such as how they sleep, their interests and how they are comforted. Children settle well when they arrive and show they are confident in the childminder's home as they freely access toys that interest them. They go to the childminder when they need some reassurance and she gives them a cuddle, before they go off and play again.

p.2

The provision is good

Children behave well. They respond to the childminder and listen carefully to instructions. When children take a book away from other children, the childminder asks them to share so they can look at this together. Children respond well and bring the book back to read with their friends. Children enjoy being creative. They concentrate on making a Valentine's Day picture for long periods of time. They show good physical control as they spread glue on their picture and stick on different coloured hearts. They show pride in their achievements when they have finished, showing the childminder their picture.

p.2

need to do better?

n The childminder helps children learn to look after themselves. She ensures that they follow good routines of personal hygiene, washing their hands after messy activities and before they eat. She encourages children to brush their teeth after lunch. She teaches them how to do this well as she reminds them to brush their top teeth and reach the back ones. n Children learn about safe practices and begin to take responsibility for their own safety, such as taking part in practising the emergency evacuation routine. The childminder explains to children about the importance of being strapped in their booster chairs at the table. She shows children how to fasten the strap and children practise themselves, showing their pride when they manage to do this. n The childminder promotes children's communication and language well. She talks to children and explains what she is doing throughout everyday routines.

p.2

need to do better?

She asks them relevant questions to encourage them to think and use their imagination. She repeats new words to children and explains what things are called. For example, the childminder teaches children the names of animals as they look at these in a book. She asks children what noises the animals make and children roar like a lion. n Children show good attitudes to learning as the childminder challenges them to find a heart to match hers. They carefully look and compare the different ones until they find a large pink heart to match. The childminder gives them lots of

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need to do better?

13 February 2020 praise to develop their self-esteem and confidence. n Parents speak highly of the care their children receive. The childminder shares regular information with them through daily chats and books. This gives parents information, including the activities children have enjoyed and what they have eaten. She provides regular information to parents about how their children are developing and what they need to learn next. However, she does not consistently collect information on children's development, when they first start attending, so she can plan what to teach children from the beginning. n The childminder plans activities for children effectively. She knows the children she cares for well and has clear learning intentions for them that are relevant to their next steps in learning. She ensures children have all the resources they need to hand, so that activities are not interrupted. n Children learn about numbers as the childminder brings these into their

p.2

need to do better?

everyday routines and experiences. For example, she shows children how to count the hearts they have stuck on their picture by pointing to each one as they count. She helps children understand simple mathematical concepts. As children scoop rice into containers and then tip it out, the childminder explains about the container being full and empty. n The childminder plans few activities to help children learn about the wider world and build positive attitudes to people's similarities and differences.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to safeguard the children in her care. She understands the signs and symptoms children may display if they are suffering abuse. The childminder is knowledgeable about the agencies she may need to work with to ensure children get the support they need. She knows what documentation she is required to keep and the importance of accurate record- keeping. She understands how to implement her safeguarding policy in the event of an allegation made by a child and the appropriate procedure to follow.

p.3

should:

n extend information collected from parents about their child's development when they first start to attend n strengthen planning to help children understand more about the world in which they live, and value the similarities and differences in people.

p.3

Setting details

Unique reference number EY373921 Local authority Leeds Inspection number 10064294 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 30 September 2015

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Middleton, Leeds. She operates her service all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

n The inspector observed the interactions between the childminder and the children during their play. n The inspector checked the safety of the premises. He looked at 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. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspection took account of parents' views during the inspection.

p.4

Inspection activities

13 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

13 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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