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 confident, happy and keen learners. They have strong emotional attachments to the caring childminder, which helps them to feel safe and secure. The childminder maintained close contact with families during the COVID-19 (coronavirus) national lockdown and when children did not immediately return. This helped to support children's learning and emotional well-being. The childminder provided story time videos and shared activity ideas. She encouraged parents to share their children's achievements and discussed how parents could support children's next stage of learning.

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The provision is good

The childminder's planning of children's experiences is, generally, very effective in helping children make good progress and develop skills for their future learning. Children play imaginatively and excitedly during adult-planned role play as they pretend to be a firefighter, or a waitress or chef in the 'bug' café. Children delight in using adapted household items, such as a labelled spray bottle that represents firefighting equipment.

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The provision is good

Children are sociable and learn to share and take turns with resources. They express their ideas and play collaboratively during pretend play. Children enjoy learning to do things for themselves during effective care routines. For example, they find their own labelled towel to dry their hands, put on their shoes to play outside and attempt to wipe their nose.

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need to do better?

n The childminder continually assesses children's stage of development, in order to plan their next steps in learning. She provides ample adult-led activities that engage and motivate children and focus their learning. However, she does not optimise the planning of the learning environment to fully support children's independent play indoors. n When children returned following the national lockdown and beyond, the childminder focused strongly on settling children back in. She re-established routines to foster their sense of security. The childminder identified and planned for any gaps in children's learning, to help them to catch up. n Although parents are not yet entering the setting, effective partnerships continue. The childminder shares extensive information, for example via an online app, videos and newsletters. Parents also receive regular progress reports. Parent feedback is highly complimentary. The childminder superbly

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need to do better?

promotes each child and their family's uniqueness, in order for them to feel included, respected and valued. n Children are clearly at ease and have excellent relationships with the childminder. They delight in her high-quality interactions as she engages

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need to do better?

25 August 2021 enthusiastically in their play. For example, the childminder puts on a fire helmet to join in with children's role play. She effectively supports their communication skills as she introduces an imaginative narrative. n The childminder continually extends and builds on children's learning. For example, as children water tomato plants, the childminder encourages them to look for those which are ripe enough to pick. The childminder helps children to develop new skills, such as using scissors to cut straws. She sensitively steps in to provide support. n The childminder is a very positive role model. For example, she speaks respectfully to children and sits alongside them to eat. Consequently, children develop good social skills and an understanding of behavioural expectations. Children thrive on the ample praise and encouragement that they receive for doing a 'super job'. n Children enjoy stories and observe print, for instance within role-play areas. This

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need to do better?

supports their early reading skills. Children revisit favourite stories through displays and interesting activities. For example, they create collages about healthy food and observe, first-hand, the life cycle of the butterfly as part of the story about a hungry caterpillar. Consequently, children develop good recall, while additionally learning about healthy lifestyles. n When dropping children off or collecting them from other settings, the childminder exchanges certain information. However, this is not precise enough to fully promote continuity in children's care and learning and support their transitions to the highest level. n Children develop good physical skills in readiness for future writing. They competently operate the trigger lever on a spray bottle and squeeze glitter glue tubes. Children also take part in specific weekly physical activities, such as yoga and music-and-movement sessions.

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need to do better?

n The childminder evaluates practice with her co-childminder, to identify areas for improvement. She uses a variety of sources to develop her knowledge and practice, such as online training and webinars. Parents share their views through questionnaires.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out effective risk assessments, including those related to COVID-19, to keep children safe and healthy. She has a good knowledge of the possible indicators of abuse, including where children might be at risk from extreme behaviours or views, and regularly updates child protection training. The childminder understands, and has clear reporting procedures displayed, in order to keep children safe from harm. She implements safe procedures on outings. For example, children wear high-visibility tabards with the childminder's contact details on. The childminder reminds children about safe practices, such as not walking around with scissors and being very careful when cutting plastic straws as these become shorter.

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should:

n develop the planning of the learning environment, to enable children to make greater choices when leading their own play indoors n strengthen partnership working with other early years settings that children attend, in order to enhance children's transitions and promote greater continuity in their care and learning.

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Setting details

Unique reference number EY555012 Local authority Leeds Inspection number 10174697 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 4 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 2018. She works with another registered childminder, from her co-childminder's premises in the Garforth area of Leeds. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, family holidays and two weeks at Christmas. During the school holidays, the childminder operates Monday to Thursday. The childminder holds an appropriate childcare qualification at level 6. She 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 setting. n The inspector observed the areas used for childcare purposes, care routines and the activities taking place indoors and outdoors. n The inspector observed the quality of education 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 childminder and the inspector carried out a joint evaluation of an activity. 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 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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