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

Children are happy and arrive eager to begin their day. They enjoy their time with the childminder, who has a warm, welcoming and friendly nature. The childminder provides children with a safe, secure and homely environment to explore. Children engage in a variety of activities, seek challenge and continue to persevere when tasks get difficult. Children are very sociable and communicate well. They talk to each other and develop friendships. The childminder has high expectations for all children and teaches them about kindness and consideration for others. Children learn about different feelings and emotions as they play and listen to stories. They use props to help them to understand how the characters in a story might be feeling. They talk about the characters being happy, sad, nervous and angry and link this to their own feelings.

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The provision is good

Children separate from their parents at the childminder's door, due to COVID-19 (coronavirus) restrictions. The childminder has been particularly successful in maintaining good communication with families throughout the pandemic, which has strengthened the experiences of children.

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need to do better?

n The childminder is experienced and has a good overall understanding of how children learn and develop. Her curriculum is well thought out and sequenced so that children make progress across all areas of learning. n The childminder knows the children she cares for well. She regularly reviews their progress and identifies any areas where they may need extra support. She puts this in place and works closely with parents and other professionals to make sure all children achieve. n The childminder plays alongside children and is a good role model. She teaches children new skills. For example, as children explore play dough the childminder demonstrates how to use different tools. Children practise using the tools for themselves. They develop their small-muscle skills as they squash the dough together and roll it out. n Children are active and have plenty of opportunities to get fresh air. They spend plenty of time in the childminder's spacious and well-thought-out garden. They

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need to do better?

develop their physical skills as they ride on bicycles and scooters, run, jump, climb and balance on apparatus. n The childminder supports children's communication and language development well, overall. She models language and introduces new vocabulary as children play. For example, as children dig for dinosaur bones in the sand the childminder introduces words, such as fossils and palaeontologist. Sometimes, in her enthusiasm, the childminder asks children lots of questions. She does not always allow children time to think and respond to one question before moving onto the

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need to do better?

12 August 2021 next. n Mealtimes are a social occasion where children talk to the childminder and to each other about their experiences. Children develop their independence and meet their own self-care needs. For example, children practise pouring their own water and prepare their fruit at snack time. However, on occasions, the childminder interrupts the flow of children's learning when they play outside, for them to take part in routine activities, such as snack time. n Parents speak highly about the childminder and the care she provides for their children. They say she is supportive and helps children to learn though a wide range of different activities. Parents are kept informed about what their children are doing through daily messages and verbal updates. n The childminder keeps her knowledge and skills up to date. She has recently completed some training about bringing nature into her setting. This has helped

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need to do better?

to inform her curriculum and the experiences she provides for children. Children learn about nature, seasons, animals and plants. n The childminder reflects on the experiences she provides for the children and makes improvements. She has recently developed her outdoor provision to incorporate all areas of learning. Children are keen to play outside, they explore in the mud kitchen, making potions using herbs and fruit teabags. Children develop an understanding of cause and effect and learn about mathematical concepts, such as weight and capacity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps the children in her care safe through identifying and reducing potential hazards. She teaches children about keeping themselves safe. For example, children learn about road safety and keeping safe in the sun. The childminder completes regular training about safeguarding children. She knows the possible signs of abuse and neglect and what to do should she have any concerns about a child's welfare. The childminder reads about local safeguarding issues to ensure she understands the wider risks to children. This includes the risks to children of being groomed when using online games and chat rooms.

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should:

n give children time to think and respond to one question before moving onto the next, to support their communication and language development further n review the organisation of routines to make sure that the flow of children's learning is not interrupted.

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Setting details

Unique reference number EY563596 Local authority Leeds Inspection number 10191136 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds qualified teacher status.

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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 provider and has taken that into account in her evaluation of the provider. n The inspector and the childminder completed a learning walk to understand how the curriculum is organised. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector held a meeting with the childminder. She looked at relevant documentation, such as evidence of the suitability of persons living or working in the household. n The inspector had conversations with children during the inspection. n The inspector spoke to parents to gather their views about the setting.

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Inspection activities

12 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

12 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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