Ager, Charlotte Elizabeth

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

p.1

The provision is good

Children are happy in this welcoming and homely setting. They enjoy a wide range of experiences that are based around what they are interested in and their individual learning needs. The childminder works closely with parents to settle new children into her setting. She offers a range of visits to help children to feel safe and secure in her care. The childminder finds out a wealth of information about children from their parents, such as children's routines and what they like to do. This helps her to get to know children quickly and build strong bonds with them. The childminder is kind and caring. She successfully meets children's physical and emotional needs. For example, she recognises when children are getting tired or hungry and adjusts routines accordingly. The childminder gives children lots of affection and comfort when needed to support their emotional well-being.

p.2

The provision is good

Children are well behaved and polite. The childminder is a good role model and encourages children to be kind to each other. Children play well together and develop friendships from an early age. They take it in turns to choose a prop from a song bag, and join in with the words and actions to the song. Children laugh and giggle as they rock back and forth together singing, 'Row, row, row your boat'.

p.2

need to do better?

n The childminder observes children to find out what they already know, understand and can do. She plans activities and experiences to help all children to develop and make progress. For example, the childminder regularly takes children to her allotment, where they plant and grow their own vegetables. This helps children to learn about the world around them and develop their physical skills, as they dig in the soil and plant seeds. n The childminder has planned her environment to support children's independence and to allow them to make choices about what they would like to play with. However, she sometimes interrupts children's independent play and exploration by moving them on to something new. This disturbs children's learning and engagement in their self-chosen tasks. n Overall, the childminder has carefully thought about the skills that she wants children to develop and plans outings accordingly. For instance, children visit the

p.2

need to do better?

local library, where they join in with singing and story time. This helps children to develop their social skills and confidence as they mix with a range of other children. n Children have plenty of opportunities to be active and spend time outside each day. They learn about the importance of leading a healthy lifestyle. The childminder promotes good hygiene practices and teaches children about oral health. Children use toothbrushes and foam to brush plastic teeth. The childminder chats to children about their experiences of visiting the dentist. She

p.2

need to do better?

17 May 2022 introduces new words, such as 'cavity', as she supports children's understanding and language development. n Mealtimes are social occasions where children come together with the childminder to discuss their day. Children joyfully recall what songs they have been singing and talk about what they have been playing with. This helps children to develop their social, communication and language skills. n Partnerships with parents are good. The childminder verbally shares information about what children are doing and learning in her setting and regularly sends photographs of their children engaging in activities. The childminder gives parents advice and support on how they can further support children's learning at home. For instance, she sends home toothbrush packs and games for children to do at home, when they learn about good oral health. n Parents speak very highly about the childminder and the care that she provides

p.2

need to do better?

for their children. They praise the warm, welcoming and inviting home-from- home environment that she creates. Parents say that their children enjoy attending the setting and that they engage in a wide range of activities and outings. n The childminder keeps her mandatory training up to date. She reads about updates online and shares activity ideas with other childminders. However, the childminder does not undertake further professional development to build on her practice and enhance the quality of her teaching further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps the children in her setting safe through completing regular risk assessments of her home and places visited. She has good safeguarding and child protection knowledge. This includes safeguarding issues such as radicalisation and breast ironing. The childminder is aware of the different types of abuse and neglect and knows the signs that might indicate a child is at risk. She knows the precise actions to take should she have any concerns regarding a child's safety or welfare.

p.3

should:

n give children more time to complete activities which they are engaged in, to fully support their independent explorations and learning n target professional development opportunities to raise the quality of education to an even higher level.

p.3

Setting details

Unique reference number EY458962 Local authority Leeds Inspection number 10229653 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 15 Date of previous inspection 9 February 2017

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Methley, Leeds. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children.

p.4

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. n The inspector looked at written feedback from parents to gather their views and opinions about the setting.

p.4

Inspection activities

17 May 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.

p.4

Inspection activities

17 May 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6