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 show that they feel happy, confident and safe. They have secure attachments to the loving childminder, whom they refer to as 'grandma'. The childminder plans an overall effective curriculum that helps children to have a positive approach to their learning and to get ready for school. Children develop good early mathematical and literacy skills. For example, children find their name card at the table. They use writing for different purposes. For instance, they take the childminder's order on a notepad in the role play café. Children count out toy money and talk about the numerals on notes.

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The provision is good

Children show great creativity and imaginative language while engaging socially in role play. They share ideas while creating a storyline. Children are clearly familiar with the effective care routines that foster their sense of security and encourage them to do things for themselves. For example, they readily hang up their firefighter tabard, place their shoes on the rack before entering the playroom and readily wash their hands before eating.

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The provision is good

During the COVID-19 (coronavirus) national lockdown and, subsequently, when children did not initially return, the childminder maintained close links with families. For example, she shared activity ideas, read stories via video and discussed how parents could support their children's particular stages of development at home. This helped to support children's continued progress and emotional well-being.

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need to do better?

n Children are very settled. The childminder has planned effective transitions to support children's return after the national lockdown and beyond. This helped to allay children's anxieties. The childminder helped children to catch up where there were any gaps in their learning, such as their self-care skills. n Children delight in singing songs with the childminder, for example, about the days of the week. The childminder models actions enthusiastically. She prompts children to find the correct day of the week from the selection of words to complete the daily chart. Children go on to find the date, the month and the current season, and learn that print carries meaning. n The childminder interacts with children effectively during role play activities, and children clearly enjoy her engagement. For example, she takes on the role of the customer in the 'bug' café and enhances children's creativity with her

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need to do better?

imaginative narrative. Children hand her the menu that is made up of amusing critter concoctions, such as a 'bug stew', which children create in the 'mud' kitchen. They giggle with much delight when the childminder expresses how delicious this is. n Children are keen to explore their ideas while decorating empty boxes. They

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need to do better?

25 August 2021 make patterns using glitter glue and they paint their hands to make prints. The childminder steps in to support children as they struggle to cut the sticky tape. However, she does not consistently respond to and facilitate children's spontaneous emerging interests, such as wanting to mix the paint colours, to extend their learning. n Children learn about healthy lifestyles and develop good physical skills. For instance, they take part in weekly dance sessions and thoroughly enjoy joining in with online physical activities alongside the childminder. Children copy the character's moves to kick the virus symbols away, collect fruit for energy and jump over the unhealthy sweets. They also make healthy food collages to help them recall a favourite story and share with their parents. n The childminder and her co-childminder reflect on their practice and identify areas for development. The childminder accesses online training and webinars,

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need to do better?

for instance, to build on her knowledge and practice. Parents are actively encouraged to share their views, such as through questionnaires. Their feedback is highly complimentary. n The childminder assesses children's achievements and takes account of children's interests, in order to plan for their future learning. Consequently, children access a broad range of motivating adult-led activities that sustain their engagement. However, the childminder's planning of the indoor learning environment does not fully support child-initiated play. n Children help to set ground rules and behave well. The childminder sensitively encourages children to take turns and talks about kindness. She models effective social skills during daily routines. The childminder continually fosters children's self-esteem and confidence with her gentle and encouraging manner. n Although parents are not yet entering the home, the childminder continues to

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need to do better?

work closely with them to support children's care and learning needs. She respects and celebrates each child and their family's uniqueness.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides a safe, secure and healthy environment for children. She carries out good risk assessments and safety practices. These include those related to minimising the spread of COVID-19 and to where children have specific health or dietary needs. The childminder reinforces children's understanding of safety rules, such as staying seated at the table when they are eating. The childminder can identify the possible signs of child abuse and understands how to report such concerns, in order to protect children. This includes where children may be at risk of harm from extreme behaviours or views. The childminder regularly updates her child protection knowledge through refresher training.

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should:

25 August 2021 n enhance teaching during adult-planned craft activities, to enable children to fully explore their own ideas and build on their learning n strengthen the planning of the indoor learning environment to better support children's independent learning.

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Setting details

Unique reference number 2505280 Local authority Leeds Inspection number 10191853 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 17 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 Garforth area of Leeds. She works with another childminder from the same premises. The childminder operates all year round, except for family holidays, bank holidays and two weeks at Christmas. She operates from 7.30am to 5.30pm, Monday to Friday, term time, and from Monday to Thursday during the school holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider 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 her evaluation of the provider. n The inspector observed areas used for childcare purposes, care routines and the activities that take place indoors and outdoors. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She held discussions with the childminder and her co-childminder to understand how they organise the early years provision and curriculum. n The inspector spoke to children during the inspection. She also gained feedback from a parent over the telephone and viewed written feedback from parents. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector looked at relevant documents, including children's records of

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Inspection activities

learning and evidence of the suitability of persons living and working in the household.

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Inspection activities

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

25 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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