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

The childminder creates a friendly and welcoming environment for children, which supports them to settle and feel safe and secure. Children have established warm relationships with the childminder. They smile and wave happily when visitors arrive. Children are confident learners. For example, they enjoy playing imaginatively in the play kitchen. They select food items, such as birthday cakes, and sing 'happy birthday' to each other.

p.2

The provision is good

Children behave well and show kindness to each other. The childminder has a consistent approach and helps children to learn what is expected of them. She has high expectations for them and acts as a positive role model. Children receive lots of praise and encouragement during their play. For example, when the childminder adds piping to the ball run, the children delight and eagerly watch the balls roll down into a bucket. The childminder treats children as individuals. She encourages children to respect one another and to be kind.

p.2

The provision is good

The childminder arranges her home effectively. Resources are easily accessible to children. This encourages children to make choices about their play and learning. For example, children freely choose to play either inside or outside. This prepares them effectively for future learning. Children develop the skills needed and become confident in their own ability.

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need to do better?

n The childminder provides opportunities for children to use mathematics during their play. They explore and understand size, quantity and positional language. For example, the childminder encourages children to count during activities. Children have a good understanding of mathematical concepts, relative to their age. n The childminder supports children's understanding of the world. Children benefit from meaningful learning opportunities to explore their local community. She often takes them on outings to toddler groups, libraries and parks, where they join up with other childminders and their children. This promotes their social skills well and gives them a wider knowledge of the world. n The childminder provides a broad range of interesting activities and resources for children to explore. Children take part in activities that build on their interests. For example, children who love dinosaurs learn about making marks

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need to do better?

with colours, strengthening their small-muscle skills. However, at times, the childminder does not develop all activities to provide sufficient challenge for older children. n The childminder has developed strong relationships with parents. Parents speak positively about her, and their children's experiences at the setting. They share

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need to do better?

5 September 2022 that they feel involved and included in the setting and in their children's learning. The childminder keeps parents well informed about what she wants children to learn next, so that they can also support this at home. n The childminder works hard to maintain quality and develop her own practice. She has accessed a range of professional development courses to continually drive forward improvements. For instance, she attends local networking groups, and responds quickly to changes and updates in the childcare sector. The childminder also works closely with other childminders to share ideas and discuss practice. n Overall, the childminder promotes children's speech and communication skills very well. For example, she engages in ongoing conversations with children during activities, and well-timed questions promote language. However, at times, the childminder does not consistently model the correct pronunciation of

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need to do better?

words. This means children do not always hear the correct language to use. n Children begin to develop good levels of independence. For example, they make choices about their learning and select resources themselves. At snack time, children make good attempts to cut their banana independently. Children develop an awareness of good hygiene routines from an early age. For instance, they wash their hands regularly throughout the day. They become able and confident in their own ability, helping to prepare them effectively for future learning. n Children develop a real love of books. They choose their favourite stories to read. The childminder involves them in the story, pointing to the words and pictures as she reads. This helps children to understand that print has meaning, and that books and stories work in a certain way.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good knowledge and understanding of how to safeguard children effectively in her care. She understands wider areas of safeguarding, including how to identify possible indicators that families are exposed to extreme views and behaviours. The childminder completes relevant training in safeguarding and is aware of her role and responsibilities. She can talk with confidence about what she would do in a range of scenarios. She is aware of the procedures to follow if an allegation is made against herself or a family member. Children are well supervised. The childminder develops children's awareness of staying safe. For example, she provides opportunities to practise road safety.

p.3

should:

n develop further support for children by providing more consistent role modelling

p.3

should:

5 September 2022 of mispronounced language, to further develop their communication skills n review activities planned for children to ensure that they offer an appropriate level of challenge and help children to become deeply engaged in their play.

p.3

Setting details

Unique reference number EY311372 Local authority Leeds Inspection number 10229507 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 4 Number of children on roll 4 Date of previous inspection 7 October 2016

p.5

Information about this early years setting

The childminder registered in 2005 and lives in the Halton area of Leeds. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

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 her evaluation of the provider. n The inspector observed the quality of the education being provided and assessed the impact that this was having on the children's learning. n The childminder discussed her curriculum intentions with the inspector during the learning walk. n The childminder and the inspector discussed their observations of the children together. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance. n Parents shared their views with the inspector through written feedback.

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Inspection activities

5 September 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

5 September 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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