Shaw, Kirstie

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 safe in this warm and welcoming setting. They are eager to join in with the activities on offer and show high levels of concentration and focus. Children persist at activities of their own choosing for extended periods. They extend their play by adding resources and using their imaginations. For instance, children pretend that toy cars are stuck in jelly, and use the police and rescue trucks to help to release them. Children have secure attachments with the childminder, who is kind, caring and positive. They invite the childminder into their play, and are keen to involve her in all that they do.

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The provision is good

Children sit close to the childminder as she enthusiastically reads stories. They look closely at the pictures and talk about what they can see. Children join in with key phrases from the story and remember what happens next. The childminder has high expectations for all children's learning and development. Children are confident individuals. They are kind, considerate and respectful. They play cooperatively together, share resources and take turns as they play.

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need to do better?

n The childminder knows the children she cares for well. She confidently talks about children's interests and where they are in their development. The childminder plans challenging experiences which help children to develop across all areas of learning. She focuses on making that sure that children develop their confidence, independence and social skills so that they are prepared for the future. n The childminder spends time settling new children into her setting. She gathers useful information from parents to enable her to provide activities and resources that children are interested in. This helps children to feel safe and secure. Children enjoy themselves while in the childminder's care. The childminder praises children for their achievements. This helps to raise children's confidence and self-esteem. Children have a positive attitude to their learning. n The childminder plays alongside the children. She is cheerful and positive in her

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need to do better?

interactions. She extends children's learning by demonstrating new skills and asking questions to check their understanding. However, at times, the childminder does not give children enough time to answer questions, before moving on to the next, to fully support their communication and thinking skills. n The childminder teaches children about the importance of leading a healthy lifestyle. Children follow robust hygiene practices and independently wash their hands throughout the day. The childminder helps children to be aware of which foods are healthy and unhealthy. Children talk about the effects that food has on their bodies and teeth. n Children's physical skills are promoted well. They have plenty of opportunities to

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need to do better?

13 October 2021 be active. Children enjoy visiting the local park and soft-play centres. They use different equipment and practise their climbing and balancing skills. Children develop their small-muscle skills and hand-to-eye coordination through a range of experiences, such as drawing, painting and exploring play dough, sand and water. n The childminder is inclusive and makes sure that her setting is accessible to all children. She uses a range of strategies effectively to support children who speak English as an additional language. For instance, the childminder talks clearly to children, using simple words which she repeats in English and in children's home languages. n Partnerships with parents are strong. The childminder uses a range of strategies to share what children are doing and learning each day. For instance, she regularly sends parents photos and videos of their children. The childminder

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need to do better?

completes a daily diary and talks to parents at drop-off and collection times. n The childminder reflects on her setting and the activities she provides for children to make sure that they are stimulating and challenging. She assesses children's learning and development and undertakes any training to help her to support children's individual needs. The childminder has recently completed training to support children's communication and language development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role and responsibility to protect children from harm. She implements clear policies and procedures to ensure that children's safety is promoted effectively. The childminder keeps her safeguarding knowledge up to date. She completes regular child protection training, which includes broader aspects of safeguarding children. Children are supervised effectively. The childminder conducts risk assessments and takes effective action to minimise risks to children. She teaches children about keeping themselves safe. For example, children learn about road safety and stranger danger.

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should:

n allow children time to think and respond to questions, before moving on to the next, to further support their communication skills.

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Setting details

Unique reference number EY560522 Local authority Leeds Inspection number 10191251 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in the Hunslet area of Leeds, West Yorkshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder 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 their evaluation of the setting. n The inspector and the childminder had a learning walk to understand how the curriculum is organised. n A joint evaluation of an activity was conducted by the inspector and the childminder. n The inspector held a meeting with the childminder. She looked at relevant documentation, including evidence of the suitability of persons living or working in the household. n Children interacted with and spoke to the inspector during the inspection.

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Inspection activities

13 October 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

13 October 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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