Stanton, Nicola

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 works closely with families, from the start, to make sure that children quickly settle. She has good induction arrangements and asks parents about children's routines and interests at home. The childminder collects this information so that she can support each child's individual learning and development needs straight away. The childminder ensures that her home is secure and safe for children.

p.2

The provision is good

Children show high levels of confidence and independence. They enjoy trying new challenges, such as building towers with different objects, even when they do not succeed straight away. Children show much delight when they work out how to make the towers tall but stable. The childminder joins in with the children as they play. She encourages children to tell her what they are doing and shows great interest in their responses. Children learn that their views and ideas are valued. Their skills and confidence grow, and they have can-do attitudes when faced with new challenges.

p.2

The provision is good

The childminder plans her curriculum based on children's interests and what they need to learn next. She uses her observations well to assess children's learning. The childminder has continued to provide places for children throughout the COVID-19 (coronavirus) pandemic. She reviewed her curriculum so that children still had rich learning experiences even when there were restrictions in place.

p.2

need to do better?

n The childminder keeps parents very well informed about what their children are learning and how she supports their personal needs. Parents value these regular updates and are keen to tell the childminder what their child is doing at home. These strong partnerships nurture children's well-being and provide strong foundations for children's future learning. n Parents spoken to on the day of the inspection were unanimous in describing the positive impact that the childminder has on the development and well-being of their children. They say that the childminder is calm and sensitive to the changing needs of children. Parents are reassured and confident that their children are extremely happy in the setting and are making good progress in their learning. n The childminder supports children's language skills well. She introduces new words and helps children to understand and remember them. Children enjoy

p.2

need to do better?

learning the names of animals that are illustrated in a book. The childminder teaches children the sounds that different animals make as well as their names. Children enjoy repeating the sounds and pointing to the corresponding animal. The childminder sings lots of rhymes and songs, and children are keen to show

p.2

need to do better?

17 September 2021 that they remember the words and actions. Children develop the skills needed to communicate with others. n Children behave well and treat the toys and other resources with care. They understand the daily routines, such as tidying up before lunch, and show good levels of cooperation. The childminder talks to children about what is going to happen next, for example getting ready to collect other children from school. Consequently, children cope well with changes during the day. n The childminder reflects on what she does well and identifies what she needs to prioritise to continue to improve her setting. She accesses training and research to support her professional development. The childminder's current plan is to extend children's access to books when they play outside in the garden. She wants to provide more opportunities for children to develop their early literacy skills and love of books.

p.2

need to do better?

n The childminder knows that children may feel anxious as they get ready to move on to a new setting. She talks to children about the exciting challenges ahead. However, the childminder does not consistently share information with the new setting that will help to provide continuity for children's care and learning needs. n The childminder makes sure that she supports children's physical health. They go for walks in the local area together. The childminder consistently provides healthy meals and snacks. Children are gently reminded about drinking water during the day. The childminder seeks help from local oral health teams to get ideas to support her in teaching children about the importance of daily toothbrushing.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has robust risk assessments in place when she takes children on visits to different amenities in the local community. She understands national and local safeguarding priorities and how they could impact on children in her care. This includes the risks that children may face when online. The childminder knows the correct procedures to follow if she has concerns about a child's welfare. She can identify the signs that might indicate that a child is being abused or neglected.

p.3

should:

n share relevant information with settings that children are getting ready to move on to, so that children's learning and personal needs continue to be supported in the most appropriate ways.

p.3

Setting details

Unique reference number EY555381 Local authority Leeds Inspection number 10174657 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Scholes, on the outskirts of Leeds. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a childcare qualification at level 5.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) 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 the inspector had a learning walk at the start of the inspection to discuss and observe how children's learning and development and safety are supported. n The inspector and the childminder evaluated the impact of a music activity on children's learning during the inspection. n The inspector spoke to parents to gain their views on the childminder's setting. n The childminder discussed with the inspector how she evaluates her service to ensure continuous improvement.

p.4

Inspection activities

17 September 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

17 September 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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