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 have fun and are confident, happy and settled. They have strong emotional attachments to the childminder, which helps them to feel safe and secure. Children take part in a wide variety of experiences, particularly those over the age of two years. The childminder has generally high expectations for what children can achieve. Consequently, all age groups make progress from their starting points on entry and are developing strong foundations for their future learning. This includes children in receipt of additional funding and those with special educational needs and/or disabilities.

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The provision is good

Children thoroughly enjoy free access to the garden. Younger children excitedly kick and chase a large ball, and two-year-old children use climbing apparatus with confidence. Children express their ideas, for example as they explore dough. The childminder teaches them how to make a spider, using pipe cleaners. Children develop their early mathematics skills as they count the spider's legs.

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The provision is good

Children behave well and are developing friendships. They happily share resources, such as sand and water toys, and show kindness. For example, they help each other to complete a jigsaw. Three-year-old children delight in the childminder's engaging interactions as they have fun finding plastic insects which are hidden in the slippery spaghetti and green gunky slime.

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need to do better?

n Children over the age of two years enjoy a broad curriculum. They access a good range of activities and resources in the playroom and outdoor area that engage and motivate them. However, the curriculum is not matched as effectively to younger children's interests and stage of learning, to promote a higher level of achievement. n The childminder observes children in order to monitor their progress and promptly identify areas where they are working below expectations. She supports parents in making referrals to other professionals, if appropriate, to meet children's individual needs. n The childminder supports children's communication skills in many ways. For example, she models language clearly, uses gestures and sings songs during activities. The childminder also uses visual aids, to help children choose their favourite songs. However, there is scope to further support children who speak English as an additional language, to help them to understand daily routines and

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need to do better?

express their needs. n The childminder expands children's experiences and socialisation through exciting outings. For example, children go on the train to the museum and explore tropical worlds. The childminder helps children to recall outings, such as

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need to do better?

18 May 2022 their bug hunt on the woodland walk, as they play with plastic insects. She displays the bug hunt checklist as a visual prompt for children. n Children develop good independence during sociable daily routines. For example, they spread butter on bread with great concentration, while making sandwiches. Children thoroughly enjoy chopping or peeling fruit. They help themselves to their drinks when they are thirsty. n Children have ample fresh air and exercise, which contributes to their physical well-being. For example, two-year-old children practise what they have learned, such as climbing up steps to use the slide. Younger children giggle as they chase bubbles, and three-year-old children jump up high to pop them. n Children develop their small-muscle skills, which supports their early writing. For example, they use tools such as hammers to secure birdhouses to trees in the woods, using nails. Children persevere when using the tricky tweezers to pick up

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need to do better?

plastic insects. The childminder praises their success, which helps to foster children's self-esteem and confidence. n The childminder motivates and extends children's learning very well. For example, she makes a pretend worm with dough. She then transforms this to make a snail and talks about where snails live. When children make a dinosaur, the childminder challenges their thinking. She asks if the dinosaur is a herbivore and, therefore, eats plants. Children exclaim, 'No, he is a carnivore because he eats meat!' n The childminder tailors settling-in visits to each child's needs, in consultation with parents. Parents receive regular information about their children's care and progress and how they can support them at home. Feedback from parents is highly complimentary. n The childminder's early years qualification, and continued professional development, has an overall positive impact on her practice. She distributes

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need to do better?

comprehensive parent questionnaires, to help shape the childminding service.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular safeguarding training. She has good knowledge of possible signs of abuse. This includes those which may indicate that a child is at risk of being exposed to extreme behaviours or views. The childminder fully understands how to report any concerns, in order to keep children safe from harm. She closely supervises younger children during care routines, such as when they are eating or having a sleep. The childminder demonstrates safe practices. For example, she closes off certain garden areas when one adult is indoors undertaking care routines or domestic tasks. This further promotes children's welfare as it minimises the risk of accidents.

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should:

18 May 2022 n strengthen the planning of activities and implementation of the curriculum for younger children, in order to better support their individual learning needs and interests n develop strategies for supporting children's early communication and language skills, particularly those who speak English as an additional language.

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Setting details

Unique reference number EY499063 Local authority Leeds Inspection number 10232955 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 21 Date of previous inspection 16 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in the Bramley area of Leeds. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 3. The childminder works with another registered childminder.

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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 observed areas used for childcare purposes, care routines and the activities taking place indoors and outdoors. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. She held discussions with the childminder and her co-childminder to understand how they organise the early years provision and implement the curriculum. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector spoke to children during the inspection. The childminder shared written feedback from parents, including through questionnaires. n The childminder presented a variety of relevant documents, including records of

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Inspection activities

learning, certificates from training and evidence of the suitability of persons living and working in the household.

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Inspection activities

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

18 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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