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 happy and show they feel safe and secure with the childminder. They demonstrate this by seeking her out for comfort when they are unsure of new people. The childminder works with parents to plan an effective settling-in period. This involves getting to know the children and ensuring they start attending gradually. As a result, children settle quickly.

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The provision is good

The childminder gathers detailed information from parents when children first start. She uses this information to plan activities. These are planned to suit children's next steps and stages of development. Although the childminder plans a range of exciting activities, she follows children's lead. This means she provides them with choices of what they would like to play with. This means children remain engaged in activities for long periods of time for their age. For example, children enjoy playing with dinosaurs in the play dough.

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The provision is good

Children have access to outdoor spaces. During the summer, children access a secure garden with a range of equipment to support their physical development. Children are supported to develop their physical skills within the indoor space. Children enjoy negotiating space on a small indoor bike. At other times, children go on trips to local parks and nature trails. This supports children's understanding of the world around them.

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need to do better?

n The childminder has a good knowledge of the children. She has a clear understanding of how young children learn and how she can best support them. For example, young children have developed an interest in how items move. She supports this by allowing them to throw soft balls and pom-poms. Children become deeply engaged in putting the pom-poms down cardboard tubes. n The childminder supports the development of children's communication and language skills effectively. For example, she uses a range of language, such as 'reverse' and 'crash', in their play. During stories, the childminder points out what she sees in the story. She repeats words correctly back to children, when necessary. For example, when children point to something in the book, she correctly labels it as a dinosaur. This ensures children hear the correct pronunciation of words and supports their early enjoyment of reading. The childminder ensures she leaves enough time for children to respond to her.

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need to do better?

n The childminder uses a range of mathematical language within children's play. For example, she talks to children about the different-sized balls. The childminder develops children's critical thinking skills by asking them whether it will fit in the hole. Numbers are used skilfully within play to support children's early counting skills.

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need to do better?

2 March 2023 n Children behave well. The childminder models how to tidy up when they have finished with an activity. Children respond well to this and enjoy putting items away. As a result, children learn how to tidy away and look after the toys. n Children's independence skills are well supported. Children are encouraged to help the childminder get ready for lunch, such as by pouring dry pasta into a bowl to measure it. Children know to wipe their own faces after meals. As a result, children are beginning to take responsibility for their own self-care. n The childminder plans some activities to support children's understanding of cultures and traditions. For example, she plans activities at Christmas and Diwali. However, opportunities to develop children's knowledge and understanding of their own heritage and culture, of traditions and other communities, are sometimes overlooked. n Parents are very happy with the quality of education and care provided. Other

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need to do better?

parents recommend the childminder. The childminder stays connected with parents throughout the day via messaging apps and informs them of their child's day. The childminder provides parents with updates on their children's development and provides parents with ideas of how they can extend their children's learning at home. n The childminder demonstrates a genuine enjoyment for her work. She identifies weaknesses in her knowledge and accesses some online training and professional development opportunities. However, she does not fully focus her training to address these weaknesses in order to improve her teaching skills even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of signs and symptoms, which may suggest a child is at risk of harm or abuse. She can answer a range of scenario- based questions and has knowledge of safeguarding issues, such as the 'Prevent' duty and female genital mutilation. The childminder knows what to do if an allegation is made against herself or someone living within her home. She ensures the home remains safe and completes ongoing visual risk assessments. The childminder is signed up to receive regular safeguarding updates. This ensures her knowledge remains current.

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should:

n enrich children's knowledge and understanding of cultures, traditions and communities n continue to build on professional development plans, focusing more closely on identified weaknesses in teaching.

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Setting details

Unique reference number EY486313 Local authority Leeds Inspection number 10276289 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 8 Date of previous inspection 10 July 2017

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Information about this early years setting

The childminder registered in 2015 and lives in the Cookridge area of Leeds. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided 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 inspector looked at relevant documentation.

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Inspection activities

2 March 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

2 March 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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