Childminder 501874

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are happy in the childminder's care. They have a very good relationship with her. Younger children are cuddled by the childminder. They demonstrate how content they are as they fall asleep in her arms. They have an excellent understanding of how they can keep themselves safe, for example as they walk outside or cross the road. The childminder has high expectations of children, overall, and is keen for them to develop their independence. Children have time to explore their own learning and follow their own ideas. The childminder observes children playing and uses these ideas to extend children's learning. For example, when children develop play in the theme of pirates, she skilfully extends this and supports older children's ideas of making maps.

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The provision is good

Children are incredibly polite and well mannered. They remember to use 'please' and 'thank you' as they talk to the childminder and ask for things. Children behave well. They know they must share the toys with other children. For example, older children ask others if they can use the sweeping brush. The childminder helps children to manage any conflicts that occur. She encourages children to explain the problem and helps them to find a solution.

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need to do better?

n The childminder has thought really carefully about the environment and how she can help children to learn. For example, she has recently purchased further resources for the play kitchen to extend children's mathematical development. This has had a positive impact because older children now have more opportunities to read numbers and count within their play. n The childminder has a very good understanding of where children are in their learning. She identifies clearly what children need to learn next and plans activities to support children's learning further. For example, she provides a range of activities outside for children to share resources and join in with each other's play. However, there are occasions when the childminder misses opportunities to build on what younger children need to learn next. n Children make consistently good progress and some children make better than good progress. Older children count and recognise numbers. They confidently

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need to do better?

add two and two more and understand language such as 'more' and 'less'. The childminder's skilful questioning helps older children explain their thoughts and ideas. n The childminder gives children time to follow their own ideas. She encourages them to choose and use resources for a variety of different purposes. Children are incredibly engaged as they explore how they can make constructions with guttering and large spools. They place pipes into spools and explore various ways of posting conkers through the tube. They extend their learning further as

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need to do better?

4 March 2020 they explore whether they can catch the conkers in containers or hoops. n Children have a very good relationship with the childminder and other children. For example, children cuddle each other excitedly as they wait for lunch to be ready. Parents say their children look forward to the days with the childminder and are delighted to see their friends. n The childminder ensures that children enjoy a range of healthy foods. Children enjoy exploring different foods with plenty of vegetables. The childminder ensures that children have plenty of fresh air and exercise. Children spend lots of time outside in the childminder's well-equipped garden. They have opportunities to be energetic as they go to the park or jump in puddles. Children learn how they can keep themselves healthy. For example, they understand that they need to wash their hands before eating. n The childminder constantly evaluates her provision, alongside her co-

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need to do better?

childminder. She identifies professional development to help her support children more effectively. For example, recent research on supporting children with their emotions has had a positive impact. The childminder has identified she now needs to obtain more formal written feedback from parents to strengthen her evaluations further. n The childminder teaches children how to keep themselves safe. For instance, she encourages children to talk about potential hazards and what they can do to prevent injury. Children learn to identify potential hazards themselves. For example, children talk about how they need to be careful when grating cheese.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of signs and symptoms that may indicate possible abuse of children. She knows the procedures to follow should she have a concern about a child. The childminder has a good understanding of wider safeguarding issues, such as the 'Prevent' duty. Her home is safe and well maintained. The childminder takes effective action to ensure any hazards to children are minimised. She keeps her knowledge up to date through regular training sessions and contact with local support services.

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should:

n ensure that the views of parents are obtained to enhance self-evaluation further n make better use of all opportunities to build on what younger children need to learn next when supporting their play and learning.

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Setting details

Unique reference number 501874 Local authority Leeds Inspection number 10117306 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 5 Date of previous inspection 19 November 2015

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Information about this early years setting

The childminder registered in 2001 and lives in the Burley area of Leeds. She operates all year round from 8am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder provides funded places for two-, three- and four-year-old children. She holds an appropriate early years qualification at level 7 and works with a co-childminder.

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Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

4 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

4 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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