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

p.1

The provision is good

Children are warmly greeted by the childminder and her co-childminder. The childminder knows children very well, even those children who have recently started. She provides activities that she knows children will enjoy and are interested in. This helps children to settle quickly. Children eagerly await the arrival of their friends, helping them with their coat and shoes when they arrive.

p.2

The provision is good

Children take part in activities that the childminder plans to extend, to strengthen what they already know and can do. For example, children learn to solve problems as they create a train track using the large selection of track pieces. They talk about what pieces will fit together and consider how to make a bridge using different-shaped pieces. However, the childminder does not always make sure that the quieter and less-confident children are encouraged to participate. This reduces their opportunities for learning.

p.2

The provision is good

Children enthusiastically join in at song time. Children take turns to select a song of their choice. They develop their physical skills. Children expertly demonstrate to the younger children how to do the actions to the songs, such as 'Wind the bobbin up' and 'Hop little Bunnies'. Children have lots of fun.

p.2

need to do better?

n The childminder's curriculum supports children to be school ready. For example, she encourages children's pincer grip for writing by providing dough to pinch and squeeze. Children learn to put on their own shoes and coats. However, the childminder does not always consider how to differentiate learning for younger children, to ensure that their individual learning needs are met. n The childminder role models good communication and language skills well. She repeats words to ensure that children hear the correct pronunciation. The childminder asks open-ended questions to understand what children already know. When playing with the dough, the childminder asks children about the animals they have cut out. Children make good progress in their communication and language skills. n Children learn to understand the behaviours and boundaries that are expected of them. For example, they help to tidy away some of their toys, to make the area

p.2

need to do better?

safe for younger children to crawl. Children share their resources well and use lovely manners. The childminder gently reminds children to take turns when using the train track. Children quickly tell the childminder when a family member goes through the child safety gate, reminding them that this is not allowed. This helps children to feel safe and secure. n Children learn about mathematics as they play. The childminder introduces numbers and shapes into their activities. For example, children count as they

p.2

need to do better?

5 January 2023 add pieces to a toy. They say what colour tractors they want. Children decide which car will go the fastest or slowest, and they count how many plates they need for snack. Children make good progress in their mathematical learning. n The childminder has completed a variety of training courses to develop her skills and knowledge. This has enhanced her curriculum for communication and language. Children regularly visit the local library and take part in a book exchange. They demonstrate their love of stories as they read the 'The Gruffalo" together. Children confidently anticipate what is going to happen next and call out the words. They develop a love of stories and books. n Children learn about making healthy choices. They select what they would like to eat from a healthy selection. Children brush their teeth daily and join in games and activities to help them understand why they do this.

p.2

need to do better?

n Partnership with parents is effective. The childminder keeps in regular contact with parents so that they understand what their child's routine looks like. Parents can access photos and developmental information on an electronic app whenever they want to. The childminder shares advice and strategies to support parents at home with potty training and sleep routines.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of her roles and responsibilities to keep children safe. She has a good knowledge of the signs and symptoms that may indicate a child is at risk of harm, including the risks of radicalisation. The childminder is clear about who she would contact if she had a child protection concern regarding a child or adult. She completes daily safety checks to ensure that the premises are safe and secure for children to play in. All safeguarding records, such as accident forms, incident forms and pre-existing injury records, are completed and shared with parents.

p.3

should:

n ensure that children of all ages are encouraged to participate in activities so that their individual needs are met n consider how the curriculum can be sequenced to support children of all ages to build on and strengthen their prior learning and understanding.

p.3

Setting details

Unique reference number EY471029 Local authority Leeds Inspection number 10269949 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 13 Date of previous inspection 17 April 2018

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Leeds. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works with a co-childminder.

p.4

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 childminder. n The childminder and the inspector completed a learning walk together to understand how the early years provision and curriculum are organised. n The inspector made observations throughout the inspection of children's experiences in the setting and assessed the impact on children's learning. n Children spoke to the inspector about their experiences in the setting. n Parents shared their views of the childminder with the inspector. n A meeting was held with the childminder, and the inspector reviewed a sample of documentation, including suitability and training.

p.4

Inspection activities

5 January 2023 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 January 2023 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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