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

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The provision is good

Children are very settled and happy in the childminder's care. She takes time to learn the children's routines. The childminder tailors settling-in sessions to meet the needs of the children and their families.. Children build good relationships with her. The childminder provides a safe and clean environment, where children can play safely. She encourages children to become independent, for example, supporting them to put their shoes and coats on to play outside. These are key focuses of the childminder's curriculum, which has a positive impact on children's personal, social and emotional development.

p.2

The provision is good

Children behave well and show respect for the resources and the childminder. They settle quickly, playing in the home corner. Children show confidence as they ask for the music box, and they select songs to sing using picture cards. They choose which musical instrument they would like. They use the instruments to play familiar songs such as 'Twinkle, Twinkle Little Star.'

p.2

The provision is good

The childminder meets with other childminders and their minded children. They attend groups, where the children meet others of a similar age. These activities support children to develop their social skills and an understanding of their community.

p.2

need to do better?

n The childminder provides a good selection of equipment to encourage children to experiment and learn. She provides interesting and varied activities linked to their interests. For example, children explore the garden as they follow the dinosaurs footprints, searching for dinosaur eggs. The childminder then encourages the children to free the dinosaur from the ice egg, using tools and a spray of salt water. Children show perseverance and excitement as they see the tail coming out. n Children articulate what they know, holding thoughtful conversations with the childminder. They describe the colours in a rainbow while playing with play dough. They confidently ask for each colour and identify the tubs correctly. The childminder models language during the activity, which supports children's speech and language skills. n Children behave well. The childminder has a caring nature and is an excellent role model. She has a consistent approach to managing children's behaviour,

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need to do better?

and she supports the children to learn right from wrong. Children learn to share and take turns. n Children are consistently motivated to learn. The childminder helps them to remain engaged by extending the activities and varying the equipment used. For example, once the dinosaur is out of its egg, the childminder supports the

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need to do better?

30 January 2023 children to identify it in a book. She introduces new vocabulary such as 'spines.' However, although the childminder develops children's mathematical skills with specific activities, she misses spontaneous opportunities to introduce counting into other activities. n Partnerships with parents are very effective. Parents say the childminder 'gives the children a warm happy and safe environment to learn and develop with the feel of a home.' They appreciate the outings she takes the children on and how this develops their confidence. The childminder keeps parents well informed about their children's progress. The childminder liaises well with the local school and nursery when they share care and education of the same child. This supports continuity for children. n The childminder supports children's health. She helps them to wash their hands before eating and to use tissues to wipe their noses. Children have continuous

p.2

need to do better?

access to water throughout the day. The childminder promotes healthy eating. Children enjoy plenty of fresh air and exercise both in the garden and on outings to the local park and woodlands. Children are developing a good knowledge of how to keep themselves healthy. n The childminder supports children to develop their understanding and learn about others. Yet, opportunities are not explored to further develop their understanding of what makes them unique.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is proactive in keeping her knowledge of safeguarding issues up to date. She completes regular training. She is aware of the signs that could indicate a child is at risk of abuse or harm, and she knows the procedures to follow to report any concerns to other agencies. She uses risk assessments effectively to identify and address any hazards in the environment to keep the children safe.

p.3

should:

n make better use of opportunities for children to count and extend their mathematical skills n to develop the curriculum so that children gain an understanding of what makes them unique.

p.3

Setting details

Unique reference number EY487389 Local authority Leeds Inspection number 10264562 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 0 Date of previous inspection 19 June 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in East Ardsley, West Yorkshire. The childminder operates all year round, from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays.

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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector carried out a joint observation of an activity and discussed the impact on the children's learning. n Parents shared their views with the inspector. n The childminder provided the inspector with key documentation on request. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 interactions between the childminder and the children.

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Inspection activities

30 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

30 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

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