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 confident and settled at this setting. They have a strong relationship with the childminder. Children are comfortable in exploring the environment and expressing their wishes to the childminder. The childminder puts a lot of emphasis on gaining detailed information from parents about their children's stages of development before they attend. She understands children's needs and interests to plan resources to help them to settle. When children are away from the setting for short periods, the childminder provides books for the family to take with them. She then uses these to re-settle children, when they return to the setting.

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The provision is good

The childminder encourages children to explore outdoors. She visits the local park each day for children to develop their physical skills. Children play football in the garden with the childminder. She encourages them to kick the ball against the wall and celebrates when they score a goal. Children use large chalks to make marks on the floor in the outdoor area. The childminder models how to draw a circle and children copy. Children fill dumper trucks with their chalks and tip them out. This helps to develop children's understanding of how things work.

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need to do better?

n The childminder plans for each child's individual learning. She adapts resources during activities according to children's next steps in learning. For example, the childminder models to older children how to count three toy pigs. Younger children have sensory books to explore about pigs. The childminder regularly assesses children's development. She completes assessments with parents to ensure that they are involved in their child's learning. This means that the childminder can plan more effectively for their learning. n Children are encouraged to share resources. The childminder encourages children to take turns blowing bubbles using a bubble wand. However, the childminder does not always give an explanation to children about why certain behaviours may have an impact on others. This means that children do not consistently develop their understanding on how to manage their own feelings and behaviours appropriately.

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need to do better?

n The childminder develops strong relationships with children's parents. Parents particularly comment on her 'great level of communication' and 'versatile activities'. The childminder considers parents' views using questionnaires. She regularly updates parents and grandparents with information about children's progress and next steps in learning. This supports the continuation of children's learning at home. n The childminder places a large focus on children's communication and language development. She uses books consistently to introduce new language to children. For example, when reading the story of 'The Three Little Pigs', the

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need to do better?

9 February 2023 childminder shows children real-life resources, such as straw and sticks. However, the childminder does not extend children's vocabularies further by using more descriptive language. n Children are encouraged to be independent. The childminder supports children appropriately for their stage of development. She encourages children to try to take their own coats off but is available for support if needed. Children wash their hands independently before mealtimes. They find their own shoes before going outside and attempt to put them on before asking for help. n The childminder takes children to a variety of places out of the setting. This includes playgroups and a local forest school provision. She can discuss why these visits are important for developing children's social skills before starting the next stage in their education. The childminder attends playgroups in areas where children will be attending school. This means that children create

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need to do better?

relationships with other children they will attend school with. n The childminder completes regular additional training. She focuses on areas of training that are relevant to the children and families that attend. For example, the childminder has recently completed a training course on how to manage transitions between settings for children. From this, she supports children who are due to start school nursery. The childminder has conversations with parents around how they can work together to manage children's transitions smoothly.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps children safe at this setting. She keeps the door locked and the premises are secure. The childminder blocks areas that children are not allowed to access. She has a strong understanding of the signs of radicalisation and how this may differ depending on the age of the person. The childminder understands the importance of accurately recording and reporting a concern about a child or a colleague who works with children. The childminder can detail the signs and symptoms of abuse and safeguarding issues, such as female genital mutilation.

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should:

n support children to develop their understanding of how their behaviours could impact others n introduce new vocabulary consistently to further strengthen children's language development.

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Setting details

Unique reference number EY488200 Local authority Leeds Inspection number 10264494 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 12 Date of previous inspection 16 June 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Churwell, Morley. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers 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 childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector during the inspection. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. 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

9 February 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

9 February 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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