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 safe and happy in this relaxed, welcoming and homely environment. They thrive on the secure attachments they build with the childminder, who has a caring and nurturing personality. Children seek the childminder out to join in with their play. They laugh and giggle when the childminder plays alongside them outside. She pretends to be the 'crocodile' trying to catch the 'cheeky monkeys'. Children show positive attitudes towards their learning. They are curious, independent and confident, and make their needs and wishes known. For instance, they tell the childminder when they are hungry and ask for their toast to be cut into different shapes. The childminder has high expectations of what children can do. Children demonstrate this when they help to cut up their toast and pour a drink of water from a jug, which develops their self-care skills.

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The provision is good

Children behave well and listen carefully to the childminder. They follow instructions and are keen to help with tasks. For example, children help to wash toy cars after they have finished painting with them. They each have their own bowl, cloth and tea towel, and they enjoy the responsibility of helping the childminder. Children persevere until the task is complete and are proud of their accomplishments.

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need to do better?

n The childminder has a good overall understanding of child development and knows how to help children to make progress in their learning. She uses what children are interested in to make learning experiences exciting and challenging. For example, children build a car, using chairs and cushions, and pretend to go to the zoo. They talk about what animals they might see and recall past experiences of visiting a farm with the childminder. n The childminder organises her curriculum well to support children to make progress across all areas of learning. She wants the children she cares for to be confident, happy and social individuals. She helps children to develop these skills through routine activities and the wide range of experiences that she provides. Children enjoy looking at older photos of themselves in a scrapbook. They confidently talk to the childminder and each other about past experiences and

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need to do better?

what they like to do at the childminder's home. n The childminder supports children's communication and language development well, overall. She talks to children as they play, comments on what they are doing and introduces new words to extend their vocabulary. However, occasionally, the childminder asks children questions but does not give them the time they need to think and respond to what has been asked. n Children spend plenty of time outdoors and in their local community. They learn about the world around them though a range of stimulating experiences.

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need to do better?

9 February 2022 Children enjoy daily visits to the childminder's allotment, where they plant and grow their own food and make 'potions' in the mud kitchen. n The childminder is a good role model. She interacts positively with children and demonstrates new skills and ideas. Children show good attention and concentration and engross deeply in what they are doing. They explore paint in a range of ways, for example using brushes, cars and sponges to make marks. Children investigate what the paint feels like and what happens when they mix colours together. n Parents are extremely complimentary about the childminder and her provision. They praise the wide range of experiences that she provides for their children, particularly the outdoor aspects. They state that they are kept informed about what their children are doing and learning through regular photos and updates from the childminder. n The childminder reflects on her setting and the experiences that she provides for

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need to do better?

the children in her care. She has clear plans in place for how she wants to extend her provision. This includes bringing a forest school approach into children's learning. She is keen to host a weekly session alongside another childminder to help children to develop their physical and social skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that her home is clean, safe and well maintained, so that children can play and explore safely. She undertakes regular checks of all areas and equipment used by children. The childminder is familiar with the procedures to follow should she have any concerns about a child. She attends regular training to keep her child protection knowledge up to date and to help her to keep children safe and well. For example, she has recently undertaken safeguarding training and paediatric first-aid training.

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should:

n give children more time to think, answer and respond to questions, to develop their language and conversation skills even further.

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Setting details

Unique reference number 2538771 Local authority Leeds Inspection number 10215286 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 3 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 Rawdon area of Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder 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 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 carried out 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. n The inspector spoke to parents and looked at written feedback provided by parents to gather their views and opinions about the setting.

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Inspection activities

9 February 2022 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

9 February 2022 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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