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 Good

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The provision is good

Children arrive at the childminder's home happy and ready to begin their day. They have secure attachments with the childminder, who has a warm and nurturing personality. Children are cheerful and show they feel safe in the childminder's care. They laugh and giggle as they talk and play alongside the childminder and each other. Children make their own choices about what they would like to play with. They deeply engage in activities for extended periods of time and show good problem-solving skills. For instance, children are engrossed as they investigate coloured rice. They show good coordination and a fascination with filling and emptying containers. Children develop their imagination as they pretend to make cupcakes for the childminder and for each of their friends.

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The provision is good

The childminder has high expectations for all children. She is very good at extending children's learning through positive interactions and supporting children's explorations. The childminder adapts activities to offer children the challenge that they need. For example, she has a wide range of jigsaws and puzzles to suit children's differing abilities. The childminder offers children plenty of praise and encouragement when they complete more difficult puzzles independently.

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need to do better?

n The childminder spends time getting to know children and their families when they join the setting. This helps children to feel safe and secure. The childminder finds out a range of information from parents about their children, including what children enjoy and their starting points. n The childminder is passionate about children's early years. She focuses on helping children to develop the key skills that they will need for their future. The childminder promotes children's communication, social and emotional skills through the learning opportunities that she provides. Children enjoy a wide range of games, stories and activities. The childminder wants children to leave her setting confident, independent and eager to explore and learn. n The childminder incorporates children's interests into the activities and experiences that she provides. For example, she has taken children's love of dinosaurs on board. Children explore dinosaurs in coloured rice and learn to

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need to do better?

pronounce their names. The childminder observes children as they play and assesses what they know, understand and can do. She used this information to inform children's next stages in learning. n Partnerships with parents are good. The childminder shares what children are learning with their parents through daily conversations and sharing photos of children engaging in activities. She gives parents suggestions on how they can support children's learning and development at home. This ensures consistency in children's care and education.

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need to do better?

31 March 2022 n Children have plenty of opportunities to be active and to develop their physical skills. Although the childminder's garden is not currently in use, children enjoy visiting the park, playgroups and going for walks in the local community. Children engage in a range of activities to help them to develop their small physical skills, such as threading, painting, and exploring play dough. n The setting is inclusive. The childminder teaches children about what makes them similar to and different from each other. Children learn about different communities and ways of life through books and activities. They explore the natural world through discussion and observations. Children get very excited as it begins to snow, they laugh and giggle along with the childminder as it falls. n The childminder manages any changes in children's behaviour appropriately. However, she does not always help children to develop a deeper understanding

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need to do better?

of why some behaviour is not appropriate towards others. n The childminder reflects on what she does with the children and adapts the activities and experiences that she provides to support children's learning. She has plans in place to develop her outdoor area, so that children have greater opportunities to spend time outdoors in her home. n The childminder attends mandatory training, such as safeguarding and paediatric first aid to keep up to date with developments. However, there is scope for the childminder to build on her professional development plans to raise the quality of practice and her teaching further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her setting is safe and secure. She undertakes regular checks of all areas used by the children. The childminder closely supervises children and uses equipment, such as safety gates to restrict younger children's movements, to keep them safe. The childminder has a secure understanding of how to identify children who may be at risk of harm. She is aware of local safeguarding partnership arrangements and knows who to report any concerns about children's welfare to.

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should:

n support children to gain a deeper understanding of the impact their behaviour may have on others n build on professional development plans to raise the quality of practice and teaching further.

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Setting details

Unique reference number 320325 Local authority Leeds Inspection number 10229433 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 11 Date of previous inspection 21 February 2017

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Information about this early years setting

The childminder registered in 1996 and lives in Middleton, Leeds. She operates all year round, from 7.30am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder providers 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 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 completed 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, such as 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

31 March 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

31 March 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

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