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 Not applicable

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The provision is good

Children are warmly welcomed in this setting and form strong bonds with the childminder. They enjoy her company and are happy in the environment. The childminder is attentive to children's needs and closely supports their well-being. Children demonstrate that they feel safe as they explore the welcoming environment with ease and motivation. The childminder plans and rotates resources according to children's next steps in learning. Children are encouraged to solve problems. They complete complex jigsaws. Children are praised for persisting and achieving their goals.

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The provision is good

Children behave well. They show care for the toys and resources. Children use good manners as they play, saying, please and thank you as they share toys. Children show an awareness of turn taking. The childminder supports children to manage their emotions. She helps them to reflect on how their actions can affect others and supports them to reach a compromise with their friends. Children are reminded of the house rules, such as to walk inside. This helps children to understand the childminder's expectations and boundaries. Children's independence is encouraged. They learn how to take care of their self-care needs, for example washing their hands. Children also like to take care of their indoor environment, such as they use brooms to sweep up.

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need to do better?

n The childminder has a good understanding of the early years foundation stage. She uses her knowledge to plan an ambitious curriculum. The childminder competently identifies what skills and knowledge children need to learn next. She completes in-depth progress checks for children aged between two and three years, and shares these with parents. Children make good progress across all areas of learning. n Children learn about cultures different from their own. The childminder provides resources that reflect the diversity of the wider community. For example, she provides a range of figures that depict different cultures. The childminder teaches children about various festivals from around the world. She gathers information about children's home lives and shares information about hers. This supports children to embrace their cultures and respect others. n Children bring mathematical language into their play. For example, children use

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need to do better?

words, such as 'long' and 'short', as they paint pictures with spaghetti. The childminder introduces counting in everyday routines and play. For instance, children count the grapes and blueberries at snack time. n The childminder plans daily outdoor play to develop children's physical skills. Children visit parks and local woodlands, where they are taught to manage risks as they climb equipment and learn about road safety on their walk. This helps

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need to do better?

13 April 2023 children to develop their resilience and confidence. n Children learn about oral health and healthy eating. The childminder provides children with fresh fruit for snack and home-cooked meals. She explains to children how to brush their teeth using a model of a mouth and a toothbrush. The childminder engages older children in a conversation about visits to the dentist and supports toddlers to hold the toothbrush correctly. n The childminder engages in conversations and sings songs with children, promoting their communication and language. Children develop a love of books, which the childminder encourages through her focus stories. They are encouraged to join in with the repetitive phrases from their favourite books. n Children access a wide and appealing range of resources and prepared activities. They happily select their own resources and become engrossed in purposeful play. However, occasionally, the childminder moves children very quickly

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need to do better?

between activities. At times, children do not always have time to fully explore activities before the childminder moves them on to the next one. This means that children do not consistently have time to become deeply involved in their learning. n Partnerships with parents are strong. The childminder asks parents for feedback and uses it to reflect on and improve her setting. Parents feel the childminder goes above and beyond to ensure that their children's needs are well met. n The childminder keeps up to date with all mandatory training and takes opportunities to continue her professional development. For example, she takes part in online training and watches webinars to keep herself up to date with child development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of all aspects of safeguarding, including extremism. She fully understands her roles and responsibility in protecting children from harm. The childminder confidently describes the process she would follow if she had concerns about children's welfare, including how to make a referral. She knows the procedures that she must follow, should there be an allegation made against her or a household member. The childminder is vigilant to ensure that children play in a safe and secure environment. When on outings, she demonstrates effective ongoing risk assessments.

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should:

n ensure that children have time to fully explore activities, to be able to become deeply involved in their learning.

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Setting details

Unique reference number 2624652 Local authority Leeds Inspection number 10280874 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Leeds, West Yorkshire. She operates all year round, from 7.30am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for 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 childminder. n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector looked at a sample of the childminder's documents. n The inspector observed the quality of education during activities and assessed the impact on children's learning. n The inspector read written feedback from parents to gather their views.

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Inspection activities

13 April 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

13 April 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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