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 are very settled and content in the childminder's and her assistants' care. Strong relationships are evident between the childminder, assistants and the children. Children quickly settle on drop off as the childminder knows children well and can distract them easily with their favourite activities.

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The provision is good

Children learn to consider others as they play. The childminder and her assistants help children learn to share and take turns. Often more than one of the same resource is used to aid this process. Children also learn to care for themselves and others. For example, they help feed the rabbits and visit the petting farm, which helps develop caring skills. Children also develop good attitudes for learning when they are encouraged to persist at tasks. For example, the childminder gives them space and time to problem solve as children fathom out how the bricks fit together to build a tower.

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The provision is good

Children have fun when they play hide and seek using the cushions. The childminder and her assistant use this activity to help children become familiar with each other's names. In addition, they learn about colours as they find the yellow cushion to hide behind. A big focus of this setting is outdoor activities. Children have lots of opportunities to explore the world around them and learn in a natural environment.

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need to do better?

n The childminder's observations and knowledge of children helps her to support them to make good progress in their learning and prepare them for school. However, some activities are not aimed at sequences in learning and children's next steps in development. Therefore, some activities are too challenging, children lose focus and expected learning is not achieved. n The children have access to a very good range of resources, both inside and outdoors, which covers all areas of learning well. These are all accessible in boxes and on shelves to enable children to make choices and promote their independence. n The childminder and her assistants extend children's communication and language skills effectively. They enhance vocabulary as they talk about the names of different fruit and types of vehicles, such as cars, motor bikes and fire engines. In addition, children learn how to say and construct phrases and

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need to do better?

sentences well. For example, the childminder and her assistant repeat back words correctly, so that children hear the correct pronunciation. n Children develop their physical skills well. They use one-handed tools, such as buckets and spades, as they make sandcastles. Children learn how to hold pens and pencils correctly when they make marks, which enables early writing skills.

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need to do better?

12 September 2022 n Children have good opportunities to develop their independence. For example, they are supported to hang up their own coats on arrival, put on their own shoes, and peel oranges at snack time. In addition, resources are all easily accessible, so that children can help themselves. This promotes self-esteem and confidence. n The childminder and her assistants help support children's healthy lifestyles. Young children learn to wash their hands before meals and they enjoy healthy meals, snacks and drinking water. Children also learn about oral hygiene and how to brush teeth correctly as they play. n Children learn about people's differences and similarities effectively. They play with a range of resources that positively represent diversity. They also look at different festivals and cultures from around the world. This helps children value and respect others. n The childminder and her assistants work as an effective team. They evaluate

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need to do better?

their practice and ensure they continue to develop their skills, focusing closely on the changing needs of the children. The childminder supervises her assistants and a training programme is followed to update their skills. For example, current training includes autism spectrum disorder awareness and forest schools. n Partnerships with parents are very effective. Parents receive good information about the setting and how they can continue activities and learning at home. The childminder also follows children's interests identified at home and shared by parents. This promotes continuity of care and learning. n The childminder works closely with other agencies involved in children's well- being, such as speech and language therapists and physiotherapists. This helps ensure that children reach their full potential.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a thorough understanding of child protection. They know how to keep children safe. They know who to contact and what to do if they have concerns about children's welfare or think a child may be at risk of harm. The childminder ensures herself and her assistants update their skills and complete safeguarding and paediatric first-aid training. All relevant documentation is maintained effectively to protect children. The childminder has robust risk assessments in place to ensure her home is suitable and a safe place for children to play.

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should:

n build on the curriculum to make sure that activities are always aimed at children's abilities and follow the next steps in their learning.

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Setting details

Unique reference number 2583631 Local authority Leeds Inspection number 10249111 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 Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. 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 The inspector observed the interactions between the childminder, her assistant and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 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

12 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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