Childminder EY339325

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 relaxed and happy with the childminder. Younger children snuggle up comfortably with her while they have their bottle before their nap and when they are still drowsy from their sleep. Older children approach her readily for reassurance following a minor dispute over a toy or for a hug after a story. They respond to the warm support they receive by behaving very well and settling quickly.

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The provision is good

The childminder cares for children in a well-planned, safe and homely environment. There is a good range of easily accessible resources, indoors and outdoors. Children make themselves completely at home. They have fun developing their physical skills as they play in the large garden. Younger children learn to cruise around the play equipment. Older children climb, balance and slide with increasing control.

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The provision is good

Children engage in a good range of enjoyable play experiences based on their interests. They confidently help themselves to what they need for their play. The childminder skilfully leads children's learning in the fun activities. The childminder praises children's efforts and successes. This means that they are motivated in their learning and are proud of what they can do.

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need to do better?

n The childminder skilfully teaches children the skills and knowledge that they need while they enjoy their play. She assesses their learning needs correctly and harnesses their individual interests to move them on. For example, because she knows a child's favourite colour, she teaches them which colours to mix together to make purple for themselves. They go on to practise the skills that they need before they can write. Children use a paintbrush with increasing skill and begin to form some letters for themselves. n Children learn to recognise letters and numbers. They are proud when they have spotted the initial letters for their name or a number 3. Children make links in their learning by talking about when they saw these at home too. n The childminder is very attentive to what children say and is patient if they are struggling. Children become confident communicators because they know that the childminder values what they have to offer. The childminder sensitively

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need to do better?

corrects their pronunciation by repeating what they have said. She encourages their keen interest in books, rhymes and songs. Children learn to join in with increasingly complex stories and songs that enrich their language. n The childminder supports children's behaviour successfully. They respond to the warm praise and encouragement by behaving very well. However, the childminder occasionally misses opportunities to provide the children with simple

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need to do better?

5 March 2020 language so that they can talk about their feelings and behaviour. For example, she praises them, but is not always specific about what the praise is for. Similarly, she sensitively helps the children to manage minor disputes over a toy. However, she occasionally misses opportunities to help children to talk about being 'sad' or 'cross'. n Children learn to manage their own personal hygiene independently. After playing outdoors, children wash their hands properly using the soap dispenser and then use their own hand towel. They capably manage their own shoes and coats. The childminder works carefully with parents when children need extra support. n The childminder is keen to continually improve how she works with children. This means that children and their families benefit from an increasingly knowledgeable childminder. For example, she has useful links with other providers and attends a range of practical courses to support her work. She also

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need to do better?

plans to take her knowledge to the next level by engaging in relevant study. n The childminder works closely with parents to meet children's individual needs. She gets to know the families well. This enables her to tailor the support for parents to provide the best care and education for their children. Parents are overwhelmingly supportive of the childminder's hard work and the quality of education she provides.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children develop the necessary skills to keep themselves safe as they play. They take turns on the slide with the minimum of adult support, which further promotes their safety. Older children know that babies are not allowed to have smaller items that they might put in their mouths. The childminder understands about the difficulties that families sometimes encounter. She can explain when such difficulties would give her concern for a child's welfare. Her recent training has meant that she is confident in discussing various types of abuse and the signs to look out for. The childminder carefully files updated information from the local authority along with training notes. This means that she can quickly and easily find emergency contact numbers should she need to secure help for children.

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should:

n support children's behaviour even further, for example, by seeking out opportunities to develop an even deeper professional understanding of children's feelings and behaviours.

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Setting details

Unique reference number EY339325 Local authority Leeds Inspection number 10064288 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 15 September 2015

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Information about this early years setting

The childminder registered in 2006 and lives in the Tingley area of Leeds. She operates all year round from 7am to 6.30pm, 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 children taking part in a range of activities indoors and outdoors. Children were spoken to about their play and learning. n The inspector observed the quality of care and teaching, and assessed the impact this has on children's learning, development and welfare. n Discussions were held with the childminder about how she organises the provision and about her intentions for children's learning and development. n The inspector saw all areas of the premises that are used for childminding. n The inspector looked at a sample of documents required for the safe and effective management of the provision. This included training certificates, records that must be maintained and information about the children. n The inspector spoke with parents during the inspection and took account of their views.

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Inspection activities

5 March 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

5 March 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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