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 happy and settled in this warm and welcoming setting. The childminder provides a homely environment, and children respond positively to her kind and caring approach. Children develop strong and secure relationships with the childminder. For example, when children feel unsure around visitors, they seek comfort and reassurance from her.

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The provision is good

The childminder plans her curriculum around the children's individual needs and interests. She focuses on what children already know and can do, and she has a clear understanding of what they need to learn next. For example, the childminder is currently helping children to put two words together and use short sentences. Children enjoy their consistently positive interactions with the childminder. They demonstrate a positive attitude to their learning, and they are making good progress in all areas.

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The provision is good

Children behave well. The childminder is a positive role model. She has high expectations of children's behaviour. The childminder regularly gives children verbal praise for their achievements and offers gentle reminders throughout the day. For example, she explains to children why it is important to be kind and respectful to each other. Children develop a strong sense of right and wrong and know the behavioural expectations in the childminder's home.

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need to do better?

n The well-qualified childminder has a positive attitude towards her professional development. She demonstrates a genuine enjoyment of her work and regularly reflects on her practice. For example, the childminder has recently attended behaviour training. She uses some of the techniques she has learned to help support children to manage their behaviour. The childminder evaluates her provision to ensure that teaching is meaningful for the children who attend. n The childminder supports children's awareness of diversity. She uses books, resources and activities to help children learn about different religious and cultural celebrations. For example, children engage in henna hand-painting activities as they learn about Eid. This helps to develop children's understanding of similarities and differences and what makes them unique. n Children learn about their local community and enjoy walks and visits to the

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need to do better?

library. However, children have fewer opportunities to engage with other children, for example, by socialising with them or attending other group settings. This means that children do not have consistent opportunities to build on their existing social skills to support their eventual move to school. n The childminder promotes children's speech and communication skills well. She provides them with a language-rich environment and engages in back-and-forth

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need to do better?

29 June 2023 conversations. For example, they talk about a minibeast hunt from the day before. Children name the insects, such as spiders and bees, which they have found. The childminder models clear words and speaks slowly to help children differentiate between different sounds. Children regularly enjoy looking at books with the childminder, who captures their interest with skill. n The childminder provides children with a broad range of quality learning experiences. She is extremely responsive to children's needs and has consistent positive interactions with them. The childminder organises her play environment to reflect children's development needs and current interests. However, the childminder has not fully considered how she can provide children with more child-led activities so that they can extend their own interests and learning even further. n Partnerships with parents are strong. Parent feedback is complimentary. They

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need to do better?

say that their children love to come and enjoy singing, reading and playing with their friends. The childminder keeps parents up to date with children's learning through daily conversations and photos. This helps to promote a consistent approach towards children's care. n Children learn about healthy lifestyles and positive hygiene routines. They have access to physical play and fresh air each day. Children wash their hands regularly and learn to drink from open cups from a young age. They enjoy healthy fruit, such as bananas, at snack time, and they have access to water throughout the day. The childminder works together with parents to ensure that packed lunches are healthy and well balanced. n The childminder uses opportunities that arise to extend children's mathematical understanding. For example, as children use spades to collect sand, the childminder uses mathematical language such as 'full' and 'empty'. Children are

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need to do better?

encouraged to count within activities and to explore and understand size and quantity.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of safeguarding matters. She recognises signs and symptoms of abuse and understands how to report and record concerns. Risk assessment is effective. All areas of the childminder's home are safe and secure. The childminder completes relevant training in safeguarding, and she is aware of her role and responsibilities. She can talk with confidence about what she would do in a range of scenarios. She is aware of the procedures to follow if an allegation is made against herself or a family member. Children are well supervised. The childminder develops children's awareness of staying safe.

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should:

29 June 2023 n provide children with opportunities to engage and socialise with children of a similar age to support their social development and in readiness for moving on to nursery or school n provide children with more time to deepen their knowledge and become more involved in child-led play.

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Setting details

Unique reference number 2640781 Local authority Leeds Inspection number 10295730 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in the Kippax area of Leeds. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a full and relevant childcare qualification at level 6. She provides 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 childminder. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable for children. n The inspector carried out a joint observation with the childminder and assessed what children were learning. n Children talked to the inspector during the inspection and described what they liked doing with the childminder. n Parents provided written feedback for the inspector, and their views were fully considered. n The childminder spoke to the inspector about her curriculum and how it supports children's learning and development.

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Inspection activities

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

29 June 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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