Childminder in Leeds

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy at the setting and they enjoy playing with the toys that are available. They develop a warm trusting bond with their childminder. Children look to her for reassurance when the inspector chats to them. She responds warmly to them so that they develop their confidence. While the childminder gets to know the children well and knows what they need to learn, her delivery of the curriculum is inconsistent. For example, at times, the childminder supports children's language successfully. For example, she slows their speech down and emphasises individual words. Yet, at other times, she speaks too quickly for children to follow. This makes the quality of the education variable.

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The provision requires improvement

Due to the COVID-19 (coronavirus) pandemic, the childminder has set up in temporary childminding premises with her co-minder. The layout of the premises has presented some challenges to her. Nevertheless, she has implemented clear procedures to minimise the spread of infection. She also has a suitable range of indoor resources that are easily accessible to children and kept clean and hygienic.

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need to do better?

n The quality of the education is inconsistent. The childminder mostly cares for very young children who enjoy the books and stories. However, she has not considered what additional resources could be useful to help her to challenge and support older children's language when they occasionally attend. n The childminder's garden is currently not suitable for outdoor play. While children enjoy regular walks out in the fresh air to a nearby green space, these trips are sometimes hastily planned. This means that the outdoor curriculum is, at times, unclear and any learning intention is not well planned for. n Children enjoy the healthy home-cooked meals, which include fresh fruit and vegetables. They are learning to use cutlery properly and are beginning to sit at the table for their snacks and meals. They happily wash their hands before eating and are good at wiping their chins and noses. This promotes their good

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need to do better?

health and self-care skills. n Children begin to learn about number as they play. For example, the childminder helps them to count the steps as they go up and down the stairs. She also introduces them to positional language, such as under and over as they play. This helps to promote children's mathematical understanding. n The childminder works with her co-minder to support the children. This means that one of them is free to teach the children while the other carries out tasks, such as helping children to wash their hands before lunch or changing nappies. The childminder welcomes her co-minder's support. They draw on each other's strengths and work together to try to address actions raised at previous inspections. For example, the childminder attends online training to keep up to

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need to do better?

14 July 2021 date, particularly on important safeguarding issues, and welcomes support from the local authority. n The childminder emphasises the importance of teaching the children to share and take turns. Children are learning to play cooperatively together and are usually well behaved. The childminder sensitively helps them to take a calming, deep breath when they are becoming upset. This gives children time to consider their actions. Children's good behaviour also promotes their safety when they are out and about because they do as they are asked. For example, when she calls them back from retrieving the ball. Older children talk fondly about which of their friends' hands they like to hold when they go for a walk. n The childminder has a lot of experience of supporting children from diverse backgrounds. This helps children and their families to feel welcome at the setting. The childminder develops positive relationships with parents. She

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need to do better?

capably speaks to some parents in their home language, this promotes useful trusting relationships. Parents confirm that their children are settled with the childminder and that their children's confidence has improved.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has updated her safeguarding knowledge and information. She keeps details for the local authority easily accessible. The childminder recognises the possible signs and symptoms of abuse or neglect. This includes those relating to wider safeguarding issues that may be prevalent in the locality. She understands the procedures to follow should she have any safeguarding concerns. The childminder has made sure that the current childminding premises are safe and that risks to children are minimised. The childminder teaches children skills and rules that keep them safe. For example, she has shown them how to go up and down stairs safely and the children copy her carefully.

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should:

n increase children's access to a richer range of vocabulary as they play n carefully plan and deliver a rich, stimulating outdoor curriculum to promote children's learning and spark their interest across all areas of learning.

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Setting details

Unique reference number EY468734 Local authority Leeds Inspection number 10129911 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 16 October 2019

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Information about this early years setting

The childminder registered in 2013. She works alongside another registered childminder in Leeds. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has a level 2 qualification.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed children engaged in activities and care routines indoors. The inspector also accompanied the childminder and the children on a walk to a nearby green space. 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 observed the childminder's practice and assessed the impact this has on children's learning, development and welfare. The inspector evaluated this with the childminder. n The inspector saw all of the childminding premises. n Parents spoke to the inspector and their views were taken into account.

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Inspection activities

14 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

14 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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