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 settle well, engaged in this calm and caring environment. Secure bonds and attachments built with the childminder mean children feel safe and secure. Behaviour is good and children enjoy the stimulating activities and resources on offer. Emphasis on developing children's social skills is evident. Children are kind to one another. The childminder praises them when they share toys.

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The provision is good

Mathematical development is a focus, especially colours and shapes. The childminder provides opportunities to develop these skills further. For example, children explore shape jigsaws and different shape cutters in the play dough. Children recognise shapes and use ambitious vocabulary, such as 'pentagon'. They develop their small-muscle skills, including using a rolling pin and pressing the shape cutter into the play dough. The childminder talks about the feel and texture of the play dough, using words such as 'squashy' and 'squishy'.

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The provision is good

The childminder celebrates a range of festivals during the year, most recently Diwali. Children look at pictures of Diwali and make diva lamps. During Chinese New Year, children try Chinese food and make red envelopes. Challenging jigsaws of people from a range of cultures and faiths are available for children to access. The childminder offers positive encouragement while children complete them. This broadens children's understanding of people and communities from around the world.

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need to do better?

n The childminder has a good understanding of where children are in their development. She interacts well with them, identifying their next steps in learning. The childminder communicates these findings with parents. Children make good progress in her care. Purposeful activities ensure that children develop knowledge across all areas of learning, for example knowledge about the world, including plants and animals. Photographs support children in recalling how to plant a seed, and they enjoy watching it grow. n The childminder supports children's communication and language skills. She does this through introducing new vocabulary and modelling sentences, which particularly supports children with development delay in this area to make good progress. However, opportunities to further develop children's use of vocabulary and love of books, such as through singing songs and sharing stories, are sometimes overlooked.

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need to do better?

n The childminder regularly refreshes the resources available so that children are exposed to a wide range of new experiences. She ensures that the experiences offered are engaging and motivating. For example, children gasp, 'Wow!' when the childminder mixes two different colours of play dough together. Children

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need to do better?

28 April 2023 enjoy spotting the pattern it makes and the new colour. They clap in amazement when the childminder makes a long, wiggly worm. n Parents are complimentary about the childminder. They appreciate the daily updates of their child's behaviour and development and ideas for activities they can do at home. Parents speak positively about the outings their children go on. They say that their children develop friendships at the weekly playgroup session. Strong parental partnership helps children's learning to develop at a good rate. n Children's large-muscle skills develop through frequent trips and outings. Regular trips to the woods allow children to climb large hills and tall trees. Children travel in different ways during their weekly trips to a local soft-play centre. They bounce, jump and climb, developing a range of different movements. Children enjoy these activities and have strong large-muscle skills

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need to do better?

as a result. n Inclusion is at the heart of this setting. The childminder ensures resources represent people with hidden disabilities, such as hearing loss. This allows children to develop a wider understanding and respect of similarities and differences. The childminder supports children with special educational needs and/or disabilities (SEND) well. Children with SEND make good progress in her care. The childminder receives positive comments from other professionals about the support she provides to children who attend the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder talks with confidence about the signs and indicators of abuse. She is clear about the steps to take if she suspected a child is at risk of harm. The childminder is confident about who to contact if she has a safeguarding concern. She uses risk assessments well to keep children safe. She has a good understanding of local authority procedures and wider safeguarding issues, such as county lines and 'Prevent' duty. The childminder has recently undertaken a level 1 qualification in safeguarding. She is looking to complete the level 2 qualification in the future.

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should:

n provide more opportunities for children to engage in storytelling activities and singing songs to further develop their communication and language skills.

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Setting details

Unique reference number EY486378 Local authority Leeds Inspection number 10280635 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 3 Number of children on roll 3 Date of previous inspection 31 August 2017

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Information about this early years setting

The childminder registered in 2015 and lives in the Churwell area of Leeds. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder drops children off at school in the morning.

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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 and the childminder looked at the areas of her home that she uses with children and discussed how she plans her curriculum and operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning taking place. n The childminder provided the inspector with a sample of policies and procedures. These included documents relating to the suitability of household members, safeguarding and complaints. n The inspector took account of the views of parents and discussed the childminder's reflections of her practice with her.

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Inspection activities

28 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

28 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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