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 benefit from a wide range of interesting activities at this friendly and welcoming setting. For example, they enjoy singing, baking and playing with puppets. The childminder has excellent relationships with the children. She follows their interests and their leads in play. The childminder is caring and kind. She has formed strong bonds with the children, who she knows well. They have fun together and obviously delight in each other's company. The experienced and dedicated childminder has high expectations for children and provides good support for their learning. However, there are opportunities for her to strengthen her continuous professional development even further.

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The provision is good

Children are happy, settled and emotionally secure. They settle quickly and easily when they first start at the setting. Children's behaviour is good. They engage fully in activities and are curious and eager to learn. The childminder sensitively supports children to manage their behaviour. However, occasionally, opportunities to encourage children to explore the impact of their actions on others are missed. Children are confident and make independent choices about what they would like to play with. They go on outings that help to provide rich experiences of life outside the setting. For instance, they visit local parks, toddler groups and take part in nature walks to a local tarn.

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need to do better?

n There is strong support for children's developing communication and language skills. The childminder repeats back to the children what they say to show they have been understood. She introduces new words, such as 'turtle' and 'crab', as the children discuss creatures that live in the sea. The childminder leaves gaps in rhymes for children to fill, in order to extend their vocabulary further. Support for mathematics is skilfully woven through daily activities and routines. Children count the number of ducks in the story they share with the childminder. They discuss the colours of the cars as they play and take part in number rhymes. n There is good support for children's well-being. Children benefit from healthy meals, and daily fresh air and exercise. Well-established hygiene routines help to keep children safe and healthy. The childminder is a good role model. She encourages children to share, take turns and play cooperatively together.

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need to do better?

However, there is further scope for the childminder to explore with children the impact of their behaviour. n Children's physical development is supported well. Trips to soft-play areas help to develop children's strength and balance. They improve coordination and strengthen smaller muscles through activities that develop their physical skills. For example, children use tweezers and magnifying glasses as they look for toy insects which have been buried in shredded paper as part of an activity. They

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need to do better?

25 February 2020 enjoy the feel and noise of the paper and finding the frogs and insects underneath. n The childminder's interactions with children are sensitive and respectful. She skilfully supports their learning as they play with animals on the toy farm. Children have fun with a variety of creative activities, such as painting and exploring sand, water and dough. They enjoy cuddles with the childminder while they share books together. n The childminder has strong relationships with parents, who speak highly of her and the service she provides. Parents praise the good systems for communication, including the use of a daily diary. This helps to keep parents informed about the activities their children take part in, as well as what they eat and how well they sleep. Relationships with health visitors and the local school are well established. This helps to create a consistent approach to children's learning and development, and supports their move to next stage in their

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need to do better?

learning. n The childminder attends training to keep herself up to date and shares ideas with other childminders. However, there is scope to strengthen her professional development in order to raise the already good quality of teaching even further. The childminder gathers parents' views and reflects on children's experiences in order to evaluate her setting. She is passionate about the service she provides and ambitious for the children in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's home is clean and secure. The childminder has a thorough understanding of her responsibilities around safeguarding children. She knows how to identify any concerns and the procedures she must follow in order to keep children safe. There are robust policies in place to support safe practices and ensure the smooth running of the setting. The childminder regularly checks her home to keep it free from hazards. She teaches children how to keep themselves healthy. For example, she teaches them to cover their mouths when they cough and to dispose of tissues safely.

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should:

n enhance support for children to understand the impact of their behaviour on others n target continuous professional development in order to take the quality of teaching to another level.

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Setting details

Unique reference number EY305093 Local authority Leeds Inspection number 10064277 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 1 Total number of places 6 Number of children on roll 2 Date of previous inspection 6 July 2015

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Information about this early years setting

The childminder registered in 2005 and lives in the Yeadon area of Leeds, West Yorkshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. The childminder and the inspector reflected on an activity together. n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector looked at a sample of the childminder's documents, including evidence of training and of the suitability of those living on the premises. n The inspector held discussions with the childminder at appropriate times during the inspection. The inspector took account of the written views of parents.

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Inspection activities

25 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

25 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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