Childminder in Leeds

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy and safe within the childminder's home. They are able to make choices in their learning with a range of resources on offer and demonstrate they feel comfortable with the childminder. For example, they will sit and have cuddles on her lap when they are feeling tired or upset. The childminder knows the children well. She plans activities which support their next steps, and as a result all children make good progress.

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The provision is good

Children enjoy feeding the birds while outside in the garden. In the summer months children enjoyed planting foods, such as tomatoes and strawberries. The childminder discusses with children what they observe outside, such as a rainbow. They spend time talking about why the rainbow has appeared. This supports children's understanding of the world around them.

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The provision is good

Children behave exceptionally well and are extremely supportive of their friends. For example, a child supports a friend to stand up after sitting on the floor. The childminder provides lots of praise which makes children feel proud of what they have done. Children show high levels of concentration for their age. They are highly engaged as they play with water in the mud kitchen. Children's independence is supported particularly well; they put on their own coat and shoes with support. At snack, children use knives to cut their own food and clear their plates when they have finished.

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need to do better?

n The childminder embeds mathematical language within play. For example, while children build a tower, the childminder uses language such as 'heavy'. The childminder also spends time discussing the colours of the bricks. This supports children's early understanding of mathematical concepts and knowledge of colour. n The childminder knows the children well and is proactive in seeking support from external agencies. She gathers information from parents when children first start. The childminder uses this information to plan activities to support them. For example, the childminder plans an activity to support children who require more practice using scissors. However, she does not always consider the most- able children. During an adult-led activity, there is no clear extension for those children who find the activity particularly easy. n The childminder provides an inclusive environment, and ensures that all children

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need to do better?

are able to take part in all aspects of the day. She amends parts of the daily routine to ensure all children are able to succeed. For example, at mealtimes, the childminder offers children more support if they require it when clearing their plates.

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need to do better?

11 January 2023 n The childminder has excellent strategies in place for supporting children to share and take turns. She models expected behaviour. For example, during an adult- led activity, the childminder kindly asks if she can take a piece of another child's play dough. This teaches children how to ask for something they would like. As a result, children behave exceptionally well. n The childminder supports children's communication and language skills well. Children enjoy singing a range of nursery rhymes and spend time looking at books. The childminder uses props to help children understand what will happen next. For example, when taking children to change their nappies, she ensures they understand by showing them a nappy. n The childminder has plans in place for how she would like to develop the provision even further. She works alongside a co-childminder. They are reflective and provide feedback on each other's practice. The childminder has plans in

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need to do better?

place for her own professional development. This ensures her knowledge and practice remain up to date with any changes. n Parents report they are happy with the care and education provided. They are kept updated of their children's day and development through an online app. Parents are regularly invited into to the setting to discuss their children's development in more detail. Parents are very pleased with the progress their children are making. n The childminder ensures children are provided with choices. For example, the childminder asks if children would like to read one more story before they go for a nap. This builds children's self-confidence and self-esteem.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of safeguarding children and the referral process. She can confidently describe signs and symptoms which may suggest a child is at risk of harm or abuse. This include wider safeguarding issues, such as 'Prevent' duty and female genital mutilation The childminder has a clear understanding of how to keep children safe within her home. She is aware of potential risks within the home and how to minimise these. The childminder has completed up-to-date training to ensure she is aware of newer safeguarding terms, such as cuckooing.

p.3

should:

n plan and provide adult-led activities which consistently reflect children's varying abilities, particularly to challenge the most-able children.

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Setting details

Unique reference number 2605237 Local authority Leeds Inspection number 10260092 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 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020 and lives in Leeds. She operates all year round from 7.30am to 5pm, Monday to Thursday, except bank holidays and family holidays. The childminder works alongside her daughter, who is also a registered childminder.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

11 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

11 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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