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 well-qualified childminder has a secure understanding of how young children learn. She makes accurate assessments about what children know and can do. She uses her findings to inform her teaching and help children to build on their abilities. She instils a love of learning into children and has high expectations of what they can achieve. They are very keen to join in the wide range of appealing activities that the childminder provides. This contributes to the very good progress that they make in their learning.

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The provision is good

The childminder has a nurturing and friendly manner that children respond to well. Parents describe her as kind and patient and say that they are confident that their children are happy and safe. Children behave very well. The childminder has a very positive approach to helping them to understand and manage their feelings. She helps them to learn to share and to consider the needs of others. This is demonstrated when young children happily share dough between themselves and offer some to the childminder. Children benefit from plenty of fresh air and opportunities for exercise. The childminder works with parents to help to ensure that children's nutritional needs are met. This helps to promote their good health.

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need to do better?

n The childminder is a skilled communicator who promotes children's developing language skills very well. She encourages children to answer and ask questions, and to describe their thoughts and ideas. Children use language very imaginatively. For example, they describe what might happen if dinosaurs get inside a house that they build with bricks. They are very articulate and are developing a very good vocabulary. n Pre-school children learn skills in mathematics and literacy that help to prepare them for school. For example, on arrival, they recognise their name and add it to a chart on the wall. They talk about sizes, shapes and height. Older children correctly count items, such as how many eyes they add to a dough model. Younger children begin to recognise numbers, signs and logos when out in the local community. n The childminder shows an excellent capacity for continuous improvement. She seeks the views of parents, children and other professionals to help to identify

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need to do better?

ways to enhance her practice. She is committed to ongoing professional development, which helps to build on the already good quality of teaching. For example, following a training course, she has introduced new resources to extend children's learning at story times. n Partnerships with parents are effective. The childminder adapts the ways she communicates with different families to make sure that information about children's learning is shared successfully. She has recently started to send

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need to do better?

13 February 2020 learning resources, such as 'story sacks', home to help parents to build on their children's learning at home. n Children concentrate very well during activities and become absorbed in their learning. The childminder supports this well. For example, she follows children's interests during their play and adds more resources to extend their learning. n The childminder encourages children to be independent. For example, they take off and hang up their own coats and carry their backpacks to nursery. However, sometimes, during activities, she is too quick to help children with some tasks, rather than encouraging them to try for themselves or persevere. n The childminder embraces children's imaginations during play. She uses their interests to help to ignite their curiosity. For example, she provides activities centred around a favourite book. Children build a house for an alien in a tray filled with wooden shapes and natural materials. They build a 'spaceship' under

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need to do better?

the table and create their own aliens from dough, sticks, buttons and other materials. n The childminder helps children to build on their experiences. For example, she takes them to 'splashtime', a group activity in the community. Children spend time with people of different ages, abilities and cultures, and they begin to learn about difference in a positive way. The experience of being part of a larger group has helped some children to develop much greater confidence and self- esteem.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her responsibility to protect children from harm. She keeps her knowledge about safeguarding up to date, for example, by attending network meetings and training courses. This contributes to her good knowledge of how to identify children who are at risk from harm. This includes wider aspects of safeguarding, such as protecting children from extreme views and behaviours. She knows what to do if she is concerned about a child's welfare. The childminder's home is safe and secure. She checks all rooms and play equipment to identify and minimise or remove any dangers.

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should:

n give children plenty of time and opportunities to try out tasks for themselves and help them to develop even greater perseverance skills.

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Setting details

Unique reference number EY382043 Local authority Leeds Inspection number 10059918 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 9 Total number of places 6 Number of children on roll 12 Date of previous inspection 20 November 2014

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Information about this early years setting

The childminder registered in 2008 and lives in the Colton area of Leeds. She operates all year round from 7am to 6pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She has a relevant early years qualification at level 6.

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Inspection activities

n The childminder showed the inspector around her home and talked about the activities and learning experiences she provides for children of all ages. n The inspector observed the childminder's teaching and assessed its impact on children's learning and development. n The childminder and inspector talked about an activity and how the childminder supported children to build on their learning. n The inspector looked at a range of documents, including evidence of the suitability checks carried out on people at the address and qualification certificates. n The inspector spoke to the childminder and children at appropriate times during the inspection. She took account of the views of parents from written feedback provided.

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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

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

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