Amy Rachel May

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

The childminder knows children well and plans activities to nurture their interests and inspire their learning. Children demonstrate motivation to learn as they explore with water, foam and ice cubes, and learn about objects that sink and float. Children listen to new information given to them by the childminder that develops their understanding about these concepts. Older children learn new vocabulary to develop their communication and language skills. For example, when playing with the water, children are encouraged to use words such as 'squirting' and 'spurting' and then talk about how these words rhyme.

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The provision is good

Children are confident and have a good level of self-esteem. For example, they celebrate their achievements when scooping up ice cubes with the toy digger. The childminder promotes children's independence and personal care routines. For example, children have free access to drinking facilities and are also encouraged to use the toilet facilities independently. The childminder speaks to children with respect, which encourages them to do the same to others. She values children's ideas and opinions and takes account of these when planning activities and outings. Children get plenty of fresh air and exercise to help to keep them fit and healthy. The childminder's outdoor area supports this as it has resources such as tricycles.

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need to do better?

n The childminder considers a balanced curriculum that focuses on developing children's physical, social and communication skills, along with a particular emphasis on early mathematics. She tracks children's learning to ensure that they make good progress. She reflects on what they have learned in order to close any gaps in their development. n Children test out their ideas to develop their thinking. For example, they investigate whether ice cubes melt more quickly in water. Children are also encouraged to count the ice cubes and compare their answers when one breaks into two pieces. Children learn about the world around them to help them to make sense of their environment. For example, they learn about frozen water, rain, weather and temperatures. n The childminder teaches children early mathematical concepts. For example, she supports children to count and recognise that each item counts as one. Children

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need to do better?

also learn the vocabulary of weight and size. n Children behave well and follow the rules and expectations of the setting. The childminder gently reminds children to say 'please' and 'thank you', to help to develop their manners. n Children are encouraged to be independent. This helps them to develop their confidence and self-esteem. For example, they are able to cut their own fruit for

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need to do better?

19 July 2023 snack time before eating it. Children are also confident to talk about what they enjoy doing and engage in meaningful conversations with the childminder. Children share their ideas and listen to others when they speak, which develops their social skills. n The childminder links activities effectively to help children to remember what they have learned. For example, children engage in a painting activity where they use their feet and then walk on bubble wrap. This was based on another recent activity with the childminder. She encourages children to recall past learning, to help them to build on their past experiences. n Parents say that they are happy with the care and learning that their children receive. They say that their children enjoy their time with the childminder and they value the variety of activities provided. n The childminder uses language to develop children's communication skills.

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need to do better?

However, some language used with younger children and babies is unsuitable and does extend children's skills effectively. For example, she uses words such as 'din dins' to describe dinner. n Although the childminder provides learning opportunities and experiences for the children based on their next steps, she does not always take advantage of opportunities for extending and enhancing children's development. For example, children's knowledge of counting and numbers could be built on further by providing visual resources with numbers displayed for added recognition. n The childminder ensures that the setting is clean and hygienic. She has good practices in place to reduce the risk of spreading infection.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of the signs and symptoms that might indicate that a child is at risk of abuse. She understands the local safeguarding partnership's procedures for reporting concerns about children's welfare and potential allegations made about her practice. The setting is clean and hygienic. The childminder takes appropriate steps to prevent the spread of infectious illnesses. She uses risk assessments effectively to help to keep children safe from harm. The setting is safe and secure.

p.3

should:

n use suitable language around young children and babies that develops their knowledge and understanding of words and their meaning n develop practices that extend children's learning and build on what they already know.

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Setting details

Unique reference number EY461107 Local authority Leeds Inspection number 10280468 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 21 August 2017

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Leeds, West Yorkshire. The childminder offers care all year round from 7.45am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides free early years 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 spoke to the inspector about their intentions for children's learning. n The inspector carried out observations of activities that the childminder presented and her practice. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

19 July 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

19 July 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

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