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 Not applicable

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The provision is good

Children settle quickly and are keen to start playing. They move freely between the safe indoor and outdoor areas and make choices about what they want to play with. Children play imaginatively with small-world toys, such as the train set. Children have trusting relationships with the childminder, who displays warmth and affection. This helps children to feel emotionally secure.

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The provision is good

Children use good manners and are kind and considerate. They share threading resources and sand toys, so that everyone can join in. Children work collaboratively as they transport water to make the sand more soggy, and they fill up their moulds and buckets. Children behave well and are very familiar with daily routines. For example, they know to wash their hands before eating, and they go to the toilet one at a time. Children enjoy the social interactions during circle time, where they greet each other with the 'hello' song.

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The provision is good

Children make good progress and, overall, develop a wide range of skills that support their future learning. This includes children who are working below developmental expectations or who are in receipt of additional funding. Children have great fun singing, engaging in action songs and playing musical instruments with the childminder's assistant. These activities help to support children's early language and physical skills.

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need to do better?

n The childminder identifies, and shares with parents, children's next steps in learning from her continuous assessments of children's progress. She promptly identifies and supports children with a developmental delay. Timely referrals are made to other professionals, where appropriate, to help children to catch up. n Children start to progress well from the moment they enter. However, the curriculum does not always provide enough challenge for the oldest children, neither does it highly support the youngest children's stage of learning and interests. n The childminder tailors settling-in sessions to meet children's individual needs. She works in partnership with parents as part of this. For example, parents share important information about their children's care routines, likes, dislikes and interests. n Adults do not always use their qualifications to enrich children's learning and their communication and independence skills during daily routines. Furthermore,

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need to do better?

the childminder's assistant does not always fully understand the learning intentions behind certain activities and adapt these accordingly. n The childminder gives children choices, such as whether they want to have breakfast or a snack. This enables children who are engrossed in activities to

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need to do better?

20 May 2022 have uninterrupted time to play. The childminder sings enjoyable songs to reinforce positive behaviour, such as good table manners. n Children develop an awareness of living a healthy lifestyle. For example, they have a varied healthy diet and take part in activities that give messages about caring for their teeth. Children also learn how they can use fresh fruit, such as the apples from the tree in the garden, to make a crumble. n Children develop good physical skills and build essential early foundations for their future writing. For example, older children show great focus and perseverance as they hold the floppy lace still while threading chunky beads. Younger children use sand and water resources to scoop, pat, fill and pour. Children delight in moving their bodies in different ways while taking part in engaging action songs with the childminder's assistant. n Children develop a good understanding of rules and boundaries. They happily

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need to do better?

help to tidy up and pick up items they have dropped. They develop respectful friendships, for instance, while playing imaginatively in the role-play shop. Children share items of play food with the inspector, such as sushi. They show early mathematical skills while counting out how many items of food they have in the shopping bag. n The childminder engages children with her enthusiastic interactions. For example, she introduces early mathematics as children use balancing scales during a bead-threading activity. Children test out which beads are heavier and calculate what will happen if they add one more. n Adults evaluate practice together, in order to help them target future improvements. Everyone undertakes continued professional development, although there is now a more targeted focus on strengthening teaching and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder closely supervises children as they move between indoors and outdoors, to minimise accidents. She undertakes a variety of safeguarding training and has a secure knowledge of possible signs of abuse and how to report any concerns she may have. All adults demonstrate safe practices, such as securing the safety gate to prevent access to the kitchen. The childminder reinforces messages to children about keeping themselves safe. For example, as children become overexcited, she reminds them not to run inside as they may slip. This is particularly the case when they only have their socks on.

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should:

n develop the curriculum to better support younger children's stage of learning,

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should:

20 May 2022 interests and engagement and to ensure that the oldest children are challenged to the highest level n support assistants to understand what they want children to learn from activities and how to differentiate these to support children's individual stage of learning n make greater use of opportunities to build on children's independence and communication skills and expand their learning.

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Setting details

Unique reference number 2550444 Local authority Leeds Inspection number 10221566 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 12 Number of children on roll 19 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She works with another childminder and four registered assistants from her co-childminder's premises in the Crossgates area of Leeds. The childminder operates 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 and three of her assistants hold relevant qualifications from level 3 to level 6. 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 childminder and has taken that into account in their evaluation of the setting. n The childminder and her co-childminder showed the inspector the areas used for childcare purposes. The inspector observed care routines and the activities taking place. n The childminder and her co-childminder discussed how they organise the early years provision and implement the curriculum. The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector and the childminder carried out a joint evaluation of an activity undertaken by the childminder's assistant. n The inspector spoke to children about what they enjoy doing and held discussions with the childminder's assistant. She obtained the views of parents

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Inspection activities

face to face and through written feedback. n The childminder shared relevant documents with the inspector. This included records of learning, training logs and certificates, and evidence of the suitability of persons 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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