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

p.1

The provision is good

Children are happy and settled in the care of this warm and enthusiastic childminder. They become thoroughly engaged in the range of different learning opportunities she provides. When making collages, children concentrate as they glue petals and leaves onto the background they have painted. They confidently move tricycles around the garden. Children recognise the numbers in a favourite book. They have positive attitudes to learning, which helps them to make good progress from their starting points.

p.2

The provision is good

Children develop secure relationships with the childminder. They readily go to her for cuddles and reassurance. Children are spoken to with respect. The childminder listens to their ideas with interest. Children beam with pride when they are praised for showing good manners or being helpful. This helps to build their self-esteem. Children are beginning to appreciate the needs of their friends. They are learning to share and take turns.

p.2

The provision is good

Children go on regular trips in the local community. For example, they visit the farm and the garden centre. They are developing a love of the natural world. Children enthusiastically water the tomato plants they are growing. They look up with interest when the childminder points out a bird of prey flying above them. They socialise with other children at playgroups. This helps children to become more confident in larger groups.

p.2

need to do better?

n The childminder has a secure understanding of how young children learn. She uses children's interests to form the basis of the activities she provides. She also includes opportunities for children to learn about the seasons and special events, such as festivals. She ensures that all curriculum areas are incorporated into children's daily experiences. n The childminder has a very detailed knowledge of every child's stage of development. This helps her to identify their next steps in learning. These are shared with parents, so they are aware of how they can support their children at home. The childminder skilfully supports children's progress by including these areas of learning into children's experiences. They talk about the shape of their sandwiches and the colour of flowers. Children are starting to identify the initial letter of their names. n A great deal of emphasis is placed on helping children to share. The childminder

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need to do better?

sensitively tells children how they must be kind to each other. She provides plenty of opportunities for children to practise taking turns. She explains she will count to 10 with each child as they use the hose to fill the water tray. They then understand it is time to pass the hose to one of their friends. This helps children

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need to do better?

28 June 2022 to play together successfully. n The childminder, generally, knows what she wants children to learn in the activities she provides. At times, when children show an interest in something they have heard or seen, the childminder does not always follow this up in a timely fashion. For example, when children notice objects they can see floating in water, she does not ask children to find other items that float or sink. When children make perfume, she does not help them to identify the herbs and flowers in the garden that have a scent. n Children benefit from good quality interactions with the childminder. She ensures that all children are given time to respond to questions. When she reads aloud, the childminder gives all children the opportunity to join in the discussion about what might happen next in the story. As a result, children are becoming confident communicators. n The childminder encourages children to make independent choices about their

p.2

need to do better?

play. She has considered how to set out the resources inside, to promote children's independence. However, she does not consistently support children to develop their self-care skills. For example, children do not pour their own water. They take off their shoes and leave them in the middle of the room for the childminder to put away. n Children are provided with nutritious meals and snacks. The childminder explains why they need to wash their hands before eating. Children have plenty of opportunities to play and learn outside, where they can be physically active. This promotes their health and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder takes her responsibility to keep children safe extremely seriously. She has attended a wide range of appropriate safeguarding training. The childminder can describe the signs that may alert her to concerns that a child may be at risk of harm. This includes having an understanding of indicators that a child may have been exposed to radicalisation and extremism. The childminder knows the procedure to follow should she need to report any concerns about a child. She also knows what to do should someone make an allegation against her.

p.3

should:

n develop teaching skills to a higher level, so there are increased opportunities to extend children's learning n provide a more consistent approach to supporting children to become more independent in their self-care skills.

p.3

Setting details

Unique reference number 2526539 Local authority Leeds Inspection number 10206589 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019. She lives in the Otley area of Leeds. She is open Monday to Tuesday, from 7.30am to 6.30pm, all year round, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the childminder's provision with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

28 June 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

28 June 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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