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 Not applicable

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The provision is good

The childminder has created a bright and inviting environment for children to investigate and explore. Children are inquisitive and interested to learn. They are confident to talk to visitors and speak to each other with respect. Children feel emotionally secure and demonstrate happiness. For example, they exclaim out loud and join in with action songs and rhymes. Children frequently make up story lines and act out roles with gusto. For example, they pretend to be builders and imagine the drama of a volcano erupting, using toy dinosaurs as characters. Children have strong relationships with staff, who frequently praise children. This helps children to have high self-esteem and feel confident in the environment.

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The provision is good

Children's behaviour is consistently good. They listen carefully to staff and follow instructions well. Staff listen to children's views and take on board their opinions. Children regularly use good manners. The quality of teaching is good and staff have high expectations for children's learning. However, the curriculum plans for mathematics are not as well developed. The childminder has implemented changes to dropping-off and collection procedures to help to keep children safe during the COVID-19 (coronavirus) pandemic and has remained open throughout.

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need to do better?

n Children develop their literacy skills well. Staff read a range of stories to children with expression and interest. They encourage children to name objects within books and this develops their vocabulary. Children have opportunities to take books home to further develop their reading skills. n The childminder consistently develops children's independence. She encourages children to wash their hands frequently and has put measures in place to protect children against the risk of infection. Children select their own resources and equipment and make decisions about what they would like to have for snack. n Although the childminder knows and understands the skills children need to acquire, the intended plans for the teaching of mathematics are not clear. Staff do not always capitalise on opportunities to develop mathematical skills. For example, when children talk about money during play, staff do not extend

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need to do better?

mathematical thinking. n The childminder plans opportunities for children to develop their fine-motor control. For example, children use paintbrushes, spray bottles and tape measures. Staff carefully explain to children how to use tools and equipment effectively. Children develop control over their large body muscles as they play with balls in the garden. They move forwards and backwards independently on the swings. n Children are well prepared for starting school. Staff support children to extend their vocabulary. However, staff do not consistently ask age-appropriate

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need to do better?

2 August 2021 questions when interacting with children. This limits children's learning and lowers their interest in engaging with activities for prolonged periods of time. n Children with special educational needs and/or disabilities make good progress. Staff use effective strategies to support children at transition times during the day, such as tidying up before snack and preparing to complete a new activity. Staff prepare children for change by talking to them about will happen next. They have completed training in autism to enhance their teaching skills. n Partnerships with parents are strong and they receive frequent feedback about how their children are progressing. Parents have lots of opportunities to hear about the progress their children make. The childminder regularly sends home images of the children playing. Children's oral health is promoted very well. The childminder sends toothbrushing equipment home to encourage children to

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need to do better?

clean their teeth. Parents are very complimentary about the childminder. n The childminder is committed to improvement and plans to complete further childcare qualifications. The childminder ensures staff follow policies and procedures. Staff are supported to attend training that improves their knowledge and skills and supports children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder recognises the signs and symptoms of abuse. She knows what to do if she has concerns about a child and who to contact. The childminder effectively supports children that are vulnerable. She has a written safeguarding policy in place that includes information about the use of mobile phones. The childminder monitors the safety and suitability of resources and adapts the provision to meet the needs of the children attending.

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should:

n provide professional development opportunities to support staff to enhance their questioning skills, ensuring they can differentiate their questioning to meet the needs of all children n develop the curriculum for mathematics and maximise opportunities to teach mathematical skills and concepts.

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Setting details

Unique reference number 2497996 Local authority Leeds Inspection number 10191626 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 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in the East Ardsley area of Leeds. She operates all year round from 7am to 6pm, Monday to Frida, except for bank holidays and family holidays. The childminder employs an assistant and provides funded education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder and inspector held a meeting. The inspector looked at relevant documentation, including evidence of safeguarding and policies. n The inspector observed the interactions between the childminder and children. n The childminder and inspector jointly evaluated an activity that children and an assistant completed. n The inspector observed the resources available for children and had a tour of the premises.

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Inspection activities

2 August 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

2 August 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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