Nutter, Joy

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 safe and secure in this homely and welcoming environment. They are happy and enjoy a range of experiences that have been carefully planned to help them to learn and develop. Children choose what they would like to do and help themselves to the resources on offer. They delight in visiting places of interest in the local area and being part of the community. Children regularly visit parks, playgrounds and soft-play centres as they develop their physical skills. They attend a local playgroup each week, where they mix with a range of children. This helps to develop children's confidence and gives them different experiences.

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The provision is good

Children develop close bonds with the childminder, who is kind and nurturing. They laugh and giggle as they sing and dance to familiar nursery rhymes and songs. Children enjoy sitting close by the childminder as they listen to stories and talk about their experiences in the setting and at home. Children are well behaved and know what is expected of them. The childminder teaches children about kindness and respect from an early age. As a result, children form close friendships with each other and share resources well. They enjoy the responsibility of carrying out simple tasks. For instance, children eagerly help the childminder to tidy activities away before moving on to the next activity.

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need to do better?

n The childminder knows children well. She talks about children's individual personalities and the progress that they have made in their learning. The childminder knows what she wants children to learn next and plans experiences based children's interests. This helps children to engage and develop further. n The childminder wants children to leave her setting as confident and independent individuals. She focuses on teaching children good social and communication skills, so that they are prepared for their future learning. n The childminder has good relationship with parents. She finds out a range of information from parents about their children before they join her setting. For example, the childminder asks parents what their children already know, understand and can do and what they want their children to learn next. This helps the childminder to plan experiences to help children to develop from the

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need to do better?

start. n Parents speak highly about the childminder and the care that she provides for their children. They describe the childminder's home as being a welcoming, homely and relaxed environment, where children can learn and grow. Parents praise the childminder's good communication skills and say they get regular updates about their children's day and learning. n The childminder interacts positively with children and is a good role model. She plays alongside children and helps them to develop their skills and knowledge.

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need to do better?

27 March 2023 For instance, when older children sort items into coloured dishes, the childminder encourages them to name the colours and count the objects they have. However, on occasion, the childminder is more focused on older children's learning and development and does not fully support babies. n The childminder successfully supports children's communication and language development. She talks to children at their level and uses simple words and sentences to communicate with younger children. The childminder helps older children to extend their vocabulary by introducing words, such as 'squeeze' and 'grab', as they use tweezers. n Children's health and well-being are promoted well. Children enjoy a range of healthy, home-cooked meals and spend plenty of time outside and engaging in exercises. For example, children laugh and giggle as they dance and sing together. They join in with the actions and words of familiar songs.

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need to do better?

n The childminder reflects on her setting and makes improvements to meet the needs of the children who attend. She has developed her playroom and outdoor area to provide children with a greater choice of resources. This helps children to be independent and make choices about their own play. n The childminder keeps her mandatory training up to date, such as safeguarding and paediatric first aid. However, she has not targeted professional development precisely to extend her practice to a higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps children safe. She regularly checks her indoor and outdoor environment and removes any potential hazards. The childminder teaches children about keeping themselves safe, such as when using the internet and when out and about in the local area. Children learn about road safety and 'stranger danger' from an early age. The childminder has a good safeguarding knowledge. She is aware of the signs that might indicate a child is at risk of abuse or neglect. The childminder knows the correct procedures to follow, and who she should report any concerns that she might have to.

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should:

n provide babies with a greater opportunity to explore and develop through hands- on experiences n target professional development to raise the quality of education to an even higher level.

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Setting details

Unique reference number EY317768 Local authority Leeds Inspection number 10280086 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 11 Date of previous inspection 25 September 2017

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Information about this early years setting

The childminder registered in 2005. She lives in the Morley area of Leeds. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate qualification at level 3.

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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 inspector spoke with the childminder about how her provision is organised and what experiences she offers for the children in her care. n A joint evaluation of an activity was conducted by the childminder and the inspector. n Children interacted with the inspector during the inspection. n The inspector looked at written feedback from parents to take account of their views about the setting. n The inspector looked at a sample of the childminder's documents. This included evidence of her suitability and training, and suitability of the household members.

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Inspection activities

27 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

27 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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