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 enjoy their time in this welcoming and inviting setting. They arrive happy and eager to begin their day. The childminder incorporates children's interests into the activities and experiences on offer. For example, children explore an 'under the sea' theme and learn about different sea creatures after getting a fish tank at home. The childminder has organised the setting to promote children's independence. Children move freely around the setting and choose what they would like to do. They seek out the childminder and her assistants to join in with their play. Children demonstrate that they feel safe and have secure attachments with adults. The childminder and her assistants have high expectations for all children. They are good role models and teach children to be kind and respectful. Children play cooperatively and develop close friendships. Older children include younger children in their play, and enjoy showing them different toys and

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The provision is good

Children are well behaved and extremely polite. They listen carefully to the childminder and her assistants, and they enjoy the responsibility of carrying out tasks. For instance, children help to tidy away resources when they have finished playing with them.

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need to do better?

n The childminder and her assistants know the children they care for incredibly well. The childminder confidently talks about children's characters and what makes them unique. She describes what children were like when they first joined the setting and how she has helped them to make progress in their learning. n The childminder observes children as they play to find out what they already know, understand and can do. She plans experiences to challenge children, supporting them to make progress across all areas of learning. n Books and stories are used throughout the setting to support children's communication, language and literacy development. Children delight in listening to endless stories with adults. They join in with key phrases from familiar books and enjoy using props to help them to retell stories. n The setting is inclusive. The childminder is mindful about teaching children about different people and communities. She celebrates what makes each child unique

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need to do better?

and brings this into the setting. For example, children learn about the countries they have visited through conversations, books and activities. n Children have plenty of opportunities to develop their creativity and imagination. They select different resources to make sticky pictures. Children develop their small muscles as they draw, paint and practise using scissors. Children are engaged and spend a long time making their pictures. They chat to each other and to the childminder about what they are making. Children show pride in what

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need to do better?

29 April 2022 they have achieved. n The childminder and her assistants interact positively with children. They know children very well and successfully meet their physical and emotional needs. For example, the childminder regularly reminds children to have a drink to keep themselves hydrated. Children enjoy nutritionally balanced snacks and meals, and they get plenty of exercise as they learn about healthy lifestyles. n The childminder keeps parents informed about what their children are doing and learning through daily conversations and by sharing photos of children engaging in activities. She finds out what children are doing at home so that she can extend this in the setting. Partnership working is strong. n Parents speak positively about the childminder and her assistants. They say that their children are happy and enjoy their time in the setting. They describe the childminder as being enthusiastic and caring. They say she has created a secure

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need to do better?

space for children to learn and develop. n The childminder reflects on her setting and the opportunities she provides for children. She asks for input from her assistants, parents and children when making improvements. For example, the childminder has developed her outdoor environment to provide children with greater opportunities to gain experience outside. She asked older children for their ideas and has created a planting area for them to grow plants. n The childminder ensures that all mandatory training is up to date. However, there is scope to improve professional development to further improve practice to a higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants keep the children in their care safe and promote their welfare. They regularly check the indoor and outdoor environment to make sure that it is suitable for children. They have a good understanding of the procedures to follow should they have any safeguarding concerns. They recognise the possible signs and symptoms of abuse or neglect, including those relating to wider safeguarding issues. The childminder and her assistants know who to contact should they have any concerns about the safety or welfare of a child.

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should:

n build on professional development plans to raise the quality of practice and teaching further.

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Setting details

Unique reference number EY331428 Local authority Leeds Inspection number 10218666 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 12 Number of children on roll 40 Date of previous inspection 15 August 2016

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Information about this early years setting

The childminder registered in 2006 and lives in Belle Isle, Leeds. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with two assistants.

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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 her 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 and spoke to her assistants. 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. n The inspector looked at written feedback provided by parents to gather their views and opinions about the setting.

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Inspection activities

29 April 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

29 April 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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