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 happily arrive at the childminder's home. The childminder's affectionate, caring approach ensures that children settle in quickly. When children join the setting, she works at the child's and family's pace to ensure that they feel safe and secure. Children demonstrate a lovely caring nature as they offer kind words to a child as they pass them their teddy. Children are developing skills to manage conflict and behavioural expectations from an early age. The childminder offers praise and encouragement as children learn. This helps children to feel safe and secure.

p.2

The provision is good

Children join in with the range of activities on offer. They are inquisitive and motivated learners. For example, babies learn to understand the world around them as they explore their senses. They shake the mirrored bells and touch the different textures as they play. Older children practise their pincer grip for writing by playing, pinching and poking the dough to strengthen their fingers.

p.2

The provision is good

Children are provided with healthy snacks and meals. They are taught to understand what is healthy for them and how to enjoy a balanced diet. The childminder teaches children about the importance of maintaining good hygiene practices, including brushing their teeth. Children learn how to be healthy.

p.2

need to do better?

n The childminder's curriculum aims to ensure that children have appropriate skills and knowledge and are ready for when they move on to school. However, the childminder is not always clear about how the curriculum is sequenced to ensure that children build on and strengthen their prior learning and understanding. n Children develop the skills and confidence they need in order to become independent learners. For example, they help to tidy away their toys ready for a snack. As children wash their hands, they can explain why they do this, 'so we don't leave germs on our hands' and, 'because we could get a poorly tummy'. Children make independent choices in what they want to play with and what they would like to eat. n The childminder supports children's learning well, overall. However, during some planned activities, not all children have the confidence yet to join in. The childminder does not always recognise this and does not actively encourage

p.2

need to do better?

children to take part in order to enhance their learning opportunities. n The childminder supports children's pronunciation and understanding of words through conversations, storytelling, singing and rhymes. She provides commentary as she plays alongside the children, repeating words clearly to help them with correct pronunciation. For example, children enthusiastically join in singing 'Little Pink Tractor', and are encouraged to follow with the actions. They

p.2

need to do better?

5 January 2023 take turns to select what they would like to sing. Children are making good progress in their communication and language development. n Building the children's love of books and stories is a high priority. For example, the childminder reads and repeats books to ensure that children develop a love of stories while developing their speech and language skills. As the childminder reads 'The Gruffalo', children call out the words that they know are coming next. They regularly visit the library and take part in the library book exchange, gaining an appreciation of caring for their books. n The childminder seamlessly threads mathematical learning into the children's play. Children explore the concept of speed as they race their cars. They predict which one will go the fastest and slowest and discuss their reasons for this. Younger children count how many eyes and ears they have added to the 'potato

p.2

need to do better?

head'. The childminder then encourages the children to repeat this by counting their own body parts. Children make good progress in their mathematical learning and development. n The childminder is reflective in her practice and undertakes a wide variety of training to increase her skills and knowledge. Following training on oral health, tooth-brushing and dental play were introduced. A recent course on getting the most from the environment has prompted the childminder to evaluate her environment and make changes. n Parents are happy with the care and support the childminder offers their children. They are regularly updated on the routines of their child's day, including activities in which children have taken part. Parents can access their child's developmental progress on the electronic app or discuss this with the childminder. Ideas for home learning are shared, especially regarding potty training, behaviour and sleep. The childminder works with parents to ensure that

p.3

need to do better?

their children receive any additional support in their learning and development quickly.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection issues and is aware of her responsibilities to keep children safe. She is confident about the local processes to follow if she is required to raise a concern about a child or adult. The environment is safe and secure and well maintained. Daily safety checks ensure that any risks are identified and resolved quickly. The childminder regularly attends safeguarding training to make sure that her knowledge is current and up to date. Paediatric first-aid training ensures that the childminder can respond quickly and appropriately to any accident or incidents that may occur.

p.3

should:

5 January 2023 n ensure that children of all ages are actively encouraged to take part in planned activities to extend their learning experiences n consider how the curriculum will be sequenced to ensure that children build on and strengthen prior learning and understanding.

p.3

Setting details

Unique reference number EY474559 Local authority Leeds Inspection number 10269953 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 6 Number of children on roll 13 Date of previous inspection 17 April 2018

p.5

Information about this early years setting

The childminder was registered in 2014 and lives in Leeds. She works alongside her daughter who is also a registered childminder. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n This was the first 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 that this was having 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. This included a review of relevant documentation, including suitability and training.

p.5

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.

p.5

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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7