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 Requires improvement

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The provision is good

Children enjoy spending time with the childminder. They are welcomed into the setting and settle easily. Children choose their favourite toys and play happily. For example, the youngest children enjoy rolling a ball and catching it as it is rolled back to them. They begin to develop their physical skills as they learn to walk and feed themselves. Children learn the importance of good hygiene from an early age, such as washing their hands before eating. They become independent in personal care routines ready for the move to nursery school.

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The provision is good

Children enjoy time in the fresh air each day. They visit the nearby park, where they have space to run about and chase bubbles. They learn to keep themselves safe when they identify hazards during their walk and learn to cross roads safely. The childminder is a positive role model. She encourages children to be polite and use good manners. She supports children to play and make friendships with other children. The childminder helps children to begin to understand their emotions and the impact their behaviour has on others. As a result, children behave well. The childminder has identified gaps in some children's learning. She is working with parents to address these and has a clear plan in place to seek support if children do not catch up quickly.

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need to do better?

n The childminder finds out from parents what children already know and can do when they enter her care. She uses observations to monitor children's development. She shares assessments with parents regularly so that they know what progress their children are making. Parents say that they feel very well informed and that the childminder gives them ideas to support children's learning at home. For example, the childminder explains the importance of using children's home languages alongside English. Parents say that they can see the difference this has made to their children's language skills. n Overall, the childminder promotes children's communication and language skills well. She models language throughout children's play. She gives children time to think and respond to questions. The childminder supports their understanding of rhyming language. However, the youngest children are able to access their

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need to do better?

dummy easily. This means that, on occasions, they use them when they are not needed for comfort. This inhibits their ability to babble and make sounds. n The childminder supports children's love of books. During singing sessions, she uses a book as a prop so children know what song is coming next. She encourages children to explore different textures in 'feely' books. Children turn the pages and trace their fingers over pictures. They engage and concentrate well. Older children enjoy retelling the stories. n The childminder celebrates the diversity of children's backgrounds and their

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need to do better?

19 May 2022 community. Children are beginning to understand that not all families are the same. Some parents cook for the setting during celebrations, such as Eid. Children remember their celebrations and demonstrate how they use jewelled stickers as bindis. n Children have opportunities to be physically active. The childminder takes them on outings to the local park. Children explore how their natural environment has changed. For example, they observe that the blossom on the trees has been replaced by cherries. Children stretch to catch bubbles, which supports their large-muscle development. They develop coordination and balance as they kick and throw balls. However, the childminder does not consider how the outdoor environment can be used to explore different ways of moving, such as rolling, jumping or hopping. n The childminder works closely with her co-childminder to evaluate their practice. Throughout the pandemic, she attended training courses to keep her knowledge

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need to do better?

and skills current. Training has helped her to improve teaching for children who speak English as an additional language. Parents appreciate the care and learning the childminder provides. They talk about the advice she gives them to manage children's unwanted behaviour at home and the positive impact this has on their family life.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role in keeping children safe. She knows the signs of possible abuse. She demonstrates a secure knowledge of child protection issues, such as children who might be at risk from extremism or exploitation by county lines gangs. The childminder attends regular training to keep her safeguarding knowledge up to date. She helps parents to keep their children safe. For instance, she explains that even with parental controls in place on electronic devices, inappropriate adverts can still pop up on some sites.

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should:

n extend opportunities for children to build on their physical skills and explore how they can move in different ways during their outdoor play n consider how children's use of dummies can be reduced even more to further enhance their developing communication and language skills.

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Setting details

Unique reference number EY468734 Local authority Leeds Inspection number 10203909 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 14 July 2021

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Information about this early years setting

The childminder registered in 2013. She works alongside another registered childminder in Leeds. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has a level 2 qualification.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed how the childminder organises different aspects of learning. n Children spoke to the inspector about toys they play with when they attend the setting. The inspector accompanied the children on a trip to the park. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed teaching. She talked to the childminder about her training and how she evaluates the provision.

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Inspection activities

19 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

19 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

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

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