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 Requires improvement

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The provision is good

The childminder provides a happy and relaxed environment for children to learn and develop in. She finds out from parents about their children's routines, interests and abilities before they start. She then uses this information to help children settle quickly and get off to a good start in their development. There is a wide variety of resources available to support the childminder's delivery of her curriculum. These are all easily accessible for children to make their own choices. Children enjoy sitting with the childminder as they sing their favourite songs and look at books together. This develops children's language and literacy skills well. The childminder points to words in the book to help children understand that words have meaning. Children also learn how to handle books correctly as they are encouraged to turn the pages from left to right.

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The provision is good

Children develop effective skills in problem solving. For example, they learn how puzzles fit together and match colours as they place cars into a chute. The childminder encourages children to persist at tasks by giving them help as needed. The childminder offers praise and encouragement and children show pride when they accomplish tasks. This boosts children's confidence in their own abilities.

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The provision is good

The childminder is aware of the potential effects of the COVID-19 (coronavirus) pandemic on children and families. Children and their parents have adapted to the new routines in place and follow these well.

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need to do better?

n The childminder has made good improvements in her knowledge and understanding of all aspects of safeguarding since her last inspection to enable her to protect children well. n The childminder's observations and knowledge of children help her to support them to make good progress in their learning. She is generally clear about what she wants children to learn. When gaps in development are identified, the childminder ensures that these are areas of focus for learning. Consequently, children are well prepared for school. However, at times, some activities are too challenging for some children and the expected learning is not always achieved. For example, some children do not yet have sufficient control of pencils and, consequently, lose interest when following lines on paper. n Children develop good communication and language skills. The childminder models language well. She repeats words back so that children can hear the

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need to do better?

correct pronunciation, emphasising the sounds of letters. She encourages children to talk about things that interest them and listens patiently. n The childminder works closely with parents. She gathers good information about children and their family so that she can understand the experiences they have

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need to do better?

13 July 2021 before they come to her. She uses this information to balance the learning activities she provides to ensure continuity. The childminder also gives parents ideas for how they can support learning at home. n Children generally behave well. They develop good manners as the childminder gently reminds them to say 'please' and 'thank you' when they request or receive food or toys. However, the childminder does not always explain to children why certain behaviour is unwanted, such as when they snatch toys or put them in their mouths. Therefore, children do not always learn about the consequences of their behaviour on themselves or others. n The childminder provides many opportunities for children to practise their independence skills, which boosts their self-esteem and confidence. For example, children choose what they want to play with and the childminder asks them to help tidy up to make their environment safe.

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need to do better?

n Children learn about healthy lifestyles and develop their physical skills well. They cover their mouths when they cough and wash their hands to prevent the spread of germs. They practise moving their bodies when they go up and down slides and enjoy daily physical play outdoors in the fresh air. n The childminder regularly reviews her practice to ensure continued progress. She involves parents and children in this process well through discussions and her observations of children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good a knowledge of child protection matters. She can recognise concerns about children and their families. She updates her knowledge about wider safeguarding concerns, such as the 'Prevent' duty, to help her protect children. Additionally, she knows the procedure to report to all appropriate agencies if an allegation is made against herself or a member of the household. She monitors children's attendance to ensure she considers how to support their well-being overall. The childminder effectively risk assesses her home to minimise any risks to children in her care.

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should:

n help children understand more effectively the effect that their behaviour has on themselves and others n build on the curriculum to make sure that activities are always aimed at children's abilities and follow the next steps in their learning.

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Setting details

Unique reference number EY396615 Local authority Leeds Inspection number 10145179 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 7 Date of previous inspection 30 January 2020

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Information about this early years setting

The childminder registered in 2009. She lives in Leeds, West Yorkshire. She operates her childminding service all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She has an appropriate early years qualification at level 2.

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Inspection activities

n The childminder and inspector discussed the planning of the curriculum and how the setting and resources are used. n The inspector observed the activities. n The inspector had discussions with the childminder. She looked at relevant documentation and evidence of the suitability of adults in the setting. n The inspector took the written views of parents into account. n This was the first routine inspection that the childminder received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting.

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Inspection activities

13 July 2021 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 July 2021 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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