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 are extremely happy and settled with the childminder in this friendly, home-from-home environment. Children are confident and enthusiastic learners, who play well together and have fun. They settle quickly when they first arrive. Children eagerly play with the wide range of quality resources available and welcome the childminder into their play. They select their own favourite books to share with their friends and turn the pages, discussing what they can see in the pictures. Children remember sentences from familiar books. They listen intently and respond as the childminder asks questions to determine what will happen next. Children's fine-motor skills are well supported through mark-making opportunities inside and outside. Children paint on the fence with water and chalk on the patio. Older children learn about letter formation and to recognise letters.

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The provision is good

Children demonstrate good behaviour and know what is expected of them. They listen to the childminder and are eager to help her to complete tasks, such as tidying away toys once they have finished playing. Children show that they are aware of routines and know what comes next. For example, older children help to set the table in preparation for lunch without being reminded by the childminder.

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need to do better?

n The childminder is clear about what she wants children to learn. She plans suitable activities, monitors the progress which children make and uses the information to plan further learning experiences. The childminder promptly seeks support for children from outside professionals, such as speech therapists. This helps to close any gaps in children's learning. All children, including those with special educational needs and/or disabilities, make progress from their starting points in development. n The childminder encourages children to follow good hygiene practices. Children independently wash their hands before mealtimes, helping them to stay healthy. They enjoy trying an array of different healthy foods, freshly prepared by the childminder. Mealtimes are a social experience. Children sit together and they talk about what they are eating. n Parents speak highly of the care that the childminder provides. They are happy

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need to do better?

with the progress which their children make. Parents express how much the childminder involves them in their children's learning. The childminder works with parents to help their children progress in their understanding of personal care and hygiene, such as supporting toilet training. n The childminder is aware of the skills and experiences children have missed out on due to the COVID-19 pandemic. She provides good opportunities for children to visit local attractions and access her well-resourced garden. The childminder has reintroduced children going to local playgroups and meets other

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need to do better?

17 May 2022 childminders at local parks. This helps children to feel reassured about playing with other groups of children and gain more confidence in their socialisation skills. n The childminder incorporates mathematical language into children's play. She counts at every opportunity and introduces words, such as 'enormous' and 'tiny', when children play with a selection of cardboard boxes and tubes. However, sometimes, the childminder does not support children to develop their understanding of common shapes. n The childminder evaluates her provision closely. She keenly updates her childcare skills and knowledge to help improve her practice. The childminder regularly attends training and meets with other childminders to share good ideas. The childminder regularly works with a registered assistant. However, she has not explored options for the further professional development of her assistant to enhance her teaching skills further.

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need to do better?

n The childminder has established systems of communication between herself and other settings that children attend, including school. She shares information about children's activities and learning, which helps to ensure a consistency of approach to children's care and learning. n The childminder helps the children to develop their early language skills. She builds on their existing vocabulary by adding new words, such as 'bright' and 'vivid', when talking about the colours in the bubbles they blow. The childminder asks children appropriate questions and takes time to wait for their response.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant attend regular child protection and safeguarding training. She knows what to do if she has any concerns about a child's safety or welfare. The childminder is also familiar with safeguarding issues, such as exposure to extremist views and behaviours. She implements detailed policies and procedures to keep children and her home safe. The childminder carries out daily safety checks to help reduce hazards and minimise accidents. She ensures that she supervises children at all times. The childminder implements policies and procedures effectively to support her good practice.

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should:

n help children to extend their mathematical understanding of shapes n enhance the professional development of the childminder's assistant to help to raise the quality of education even further.

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Setting details

Unique reference number EY481980 Local authority Leeds Inspection number 10225912 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 13 Date of previous inspection 30 September 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the Kippax area of Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers early funded 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 viewed the areas used for childminding and discussed with the childminder how she implements the educational programmes for the children. n The inspector observed children and the childminder, and spoke with them at appropriate times during the inspection. n Relevant documentation was reviewed by the inspector, including suitability checks and paediatric first-aid qualifications, and the childminder discussed her procedures for safeguarding the children. n Parents shared their views about the setting.

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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.

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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.

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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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