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 enter the setting with great levels of energy. They happily say goodbye to their parents and settle quickly. Children move around the safe home with ease and readily approach the childminder, who warmly interacts with them. This helps children to feel emotionally secure. Children readily select what they want to play with. As soon as the patio doors are open, they are most eager to play with the tactile activities on the decking. Children delight in testing out their ideas and develop early mathematical skills while doing so. For example, they transport water to wet the dry sand, in order to make sandcastles and other shapes.

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The provision is good

Children progress in their learning and develop certain skills that prepare them for future learning. Overall, the childminder has high expectations for children. This includes children in receipt of additional funding and those who are working below developmental expectations.

p.2

The provision is good

Children play collaboratively, for instance, while completing large puzzles. The childminder encourages them to solve problems, such as turning the pieces around in order for them to fit. Children beam with pride when their puzzle is complete. Children understand rules and boundaries and follow expectations, such as putting on an apron to play in the water.

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need to do better?

n The childminder plans a generally well-considered curriculum. She incorporates events at home, such as a family outing, to build on children's learning. However, the curriculum is not always challenging enough for the oldest children. Neither is it tailored precisely to younger children's stage of learning and interests. n The childminder continually observes and assesses children to monitor their progress and plan for their key next steps in learning. These are displayed on footprints, with the intention that all adults can work together to support these. Swift action is taken to help children to catch up where they are working below expectations. n Children learn about good oral health. For example, the childminder's assistant uses engaging visual aids to help children to select which food items are 'good' or 'bad' for their teeth. Messages are reinforced through stories, and children take tubes of toothpaste home.

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need to do better?

n Adults do not always use their early years qualifications to full effect. They do not maximise opportunities during daily routines, such as mealtimes, to build on children's communication and independence skills. Furthermore, assistants do not always fully understand the learning intentions behind certain activities and adapt these for the differing age groups.

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need to do better?

20 May 2022 n Children enjoy exploring tactile media. For example, they compare how things feel, such as the various types of cereals. Young children investigate how things work. For example, they observe balls whizzing down the helter-skelter ramp. n Children are highly sociable and kind as they help one another to find the different pieces of the floor puzzle. The childminder encourages children to look at the picture on the box, so that they can look for certain patterns. The childminder tells children they are doing an 'amazing' job, which helps to boost their self-esteem and confidence. n The childminder works in close consultation with parents to help children settle. She gathers important information to meet children's needs, such as their home routines. The childminder shares photos and observations which capture children's progression from them entering as babies. Parent feedback is highly complimentary.

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need to do better?

n The childminder's assistant sings enthusiastically as she and the children play musical instruments and listen to the different sounds. She sensitively encourages sharing and taking turns. n Children delight in joining in with action songs that support their physical development, such as hopping like bunnies. They develop good hand-to-eye coordination and small-muscle strength, in readiness for early writing. For example, younger children competently use a spoon to feed themselves. Older children thread chunky beads and pour water into the top of the water wheel. n The childminder evaluates practice alongside her co-childminder and their assistants, and all adults complete further training. There are future plans to provide a greater focus on training that will strengthen teaching and learning.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder gives the utmost priority to promoting children's safety and welfare. As part of this, she completes wide-ranging training. The premises are safe and secure and the childminder has in-depth knowledge of possible indicators of abuse. She fully understands how to report concerns of a child protection nature. This helps her to keep children safe from potential harm. Safeguarding forms an essential part of the childminder's recruitment of assistants. They attend training as part of their induction and keep this updated, thereafter. The childminder reinforces their good knowledge, for instance, through providing safeguarding quizzes.

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should:

n target curriculum planning more precisely, to provide the oldest children with greater levels of challenge and optimise younger children's learning and

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should:

20 May 2022 engagement n make greater use of opportunities to extend children's learning and support their language and independence skills n support assistants to understand the learning intentions behind activities and adapt these accordingly when different age groups are taking part.

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Setting details

Unique reference number 2496489 Local authority Leeds Inspection number 10232956 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 19 Date of previous inspection 24 October 2019

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Information about this early years setting

The childminder registered in 2018 and lives in the Cross Gates area of Leeds. She works with another childminder and four registered assistants. The childminder and three of her assistants hold early years qualifications from level 3 to level 6. The childminder provides care all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and the week between Christmas and New Year. The childminder provides funded early 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 provider and has taken that into account in their evaluation of the childminder. n The inspector observed areas used for childcare purposes, care routines and the activities taking place, and spoke to children during the inspection. n The inspector held discussions with the childminder and her co-childminder to understand how they organise the early years provision and implement the curriculum. She observed the quality of education during activities and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity undertaken by the childminder's assistant. n The inspector spoke to the childminder's assistant during the inspection. She gained the views of parents face to face and through written feedback.

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Inspection activities

n The childminder shared relevant documents. These included certain records of learning, training certificates 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

20 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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