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 Outstanding

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The provision is good

Children in this setting are happy, safe and secure. The setting is welcoming and homely, and children are well cared for. They are playful and treated as individuals. Children play in a spacious and well-equipped environment and spend time outside every day. They are supported to develop their confidence and physical skills in the soft-play area. Children challenge themselves by jumping and climbing. In the garden children learn to ride bicycles.

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The provision is good

The childminder and her assistants sit among children, cuddling, nurturing and supporting them as they settle. They are attentive, calm and emotionally available. Children pretend to be hair stylists, narrate their play, and the assistant playfully responds. The childminder and her assistants are tuned into the children's speech and repeat their words to support their language development. They work together, smoothly moving from one activity to another as they follow children's interests. The childminder and her assistant constantly observe children, recognising their progress and curiosity. They discuss children with affection and show their joy at each child's progress.

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The provision is good

The childminder is knowledgeable about child development and the individual children in her care. Parents speak highly of the childminder and her assistants. They say that their children are happy in this setting and that it is like being part of a family. Parents appreciate the information which the childminder shares and the sensitive and empathetic way that she supports children and families.

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need to do better?

n The childminder demonstrates diversity and inclusion throughout her practice so that all children can thrive. She works hard to help children to settle and gathers information from parents. This includes learning from parents about familiar words in children's home languages and different ways to hold and carry babies and toddlers. n The childminder has a clear understanding of children's starting points in learning. She knows what she wants them to learn next. The childminder shares her observations of children's learning with her assistants during the day. n The childminder promotes healthy lifestyles. Children are offered a choice of water or milk. They are helped to wash their hands before and after lunch or messy activities. Children eat together at the table. Older children serve themselves and younger children are offered a little help as they learn these skills. n Children develop a love of books and reading. They choose books and settle into

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need to do better?

little armchairs as they turn the pages. Children make regular visits to local parks to extend their physical skills.

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need to do better?

7 December 2022 n A key-person system is in place and if a child naturally gravitates to another adult, the childminder respects their choice. The childminder and her assistants' interactions with children are engaging and authentic. They ask children what they would like for lunch and listen to their suggestions. n The childminder has developed connections with other professionals, including other childminders, a local children's centre and the early health visiting team. She has close links with the local school and supports children's transitions through hosting visits from teachers. n The childminder has a system in place to check her assistants' suitability and monitors their well-being. She recognises the importance of evaluating practice to identify and further improve her assistants' training and knowledge about early years. n The childminder constantly adapts her setting to meet the individual needs of

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need to do better?

children. She has a deep understanding of early childhood, leadership and management. The childminder communicates with parents using an online system and messaging apps. She believes that conversations with parents are the foundation of effective partnerships. n The childminder is highly motivated and feels a sense of satisfaction in the progress which children make. She uses additional funding to provide resources that interest specific children. For example, the childminder creates sensory experiences for children using unfamiliar textures, such as slime. This helps to promote children's confidence, vocabulary and language.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants recognise and identify the types and possible indicators of child abuse. They have completed safeguarding training and are up to date with current local safeguarding procedures, including how to make a referral about a child or colleague. The childminder makes daily risk assessments of the areas used by children and safety gates are used in some areas. The childminder and her assistants understand how to keep children safe online and share this information with parents. The childminder makes regular suitability checks of her assistants. She records accidents and incidents using an online system and shares these instantly with parents. The childminder keeps a register of children's attendance, which is rigorous, accurate and up to date.

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should:

n continue to evaluate practice to build a training programme that further develops the assistants' confidence and knowledge of early years.

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Setting details

Unique reference number EY483832 Local authority Leeds Inspection number 10229716 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 6 Number of children on roll 16 Date of previous inspection 13 February 2017

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Information about this early years setting

The childminder registered in 2014 and lives in the Richmond Hill area of Leeds, West Yorkshire. She operates during term time, from 7am to 6pm, Monday to Friday. The childminder holds a BA (Honours) Degree in Childhood Studies. She works with two registered assistants. 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 setting. n The childminder showed the inspector around the areas used for childminding. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and her assistants. n The inspector looked at relevant records, documents and certificates. n The inspector took account of the views of parents through discussions and written feedback provided.

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Inspection activities

7 December 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

7 December 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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