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

The childminder enhances children's fun and enjoyment during activities through her enthusiastic manner. For example, children greatly enjoy stories, and laughter fills the air as they excitedly sing and join in with actions, such as trying to hop like little bunnies. Such activities build on children's early language and large motor skills. Younger children enjoy sitting on the childminder's knee during story time, and children spontaneously approach her for a cuddle. This demonstrates the secure emotional attachments that they have with her. The childminder responds warmly, which helps children to feel confident, happy and safe.

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The provision is good

Children make good progress in their learning. This is because the childminder plans a generally effective curriculum that helps children to develop important skills in readiness for starting school. For example, children practise their physical skills in readiness for early writing. Two-year-old children use large movements to make marks with chunky paint brushes. They giggle while attempting to copy three-year- old children, who skilfully use balancing apparatus.

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The provision is good

Children develop a good understanding of boundaries and behavioural expectations. For example, the childminder gently reminds two-year-old children about sharing resources, and children take turns to choose an item from the song bag. The childminder praises children's achievements, which helps children to develop confidence, self-esteem and a positive approach to learning new things.

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need to do better?

n The childminder plans a broad range of activities to support children's all-round learning. However, she does not always adapt or resource activities to promote younger and older children's differing stages of play. In addition, the childminder does not make the best use of activities that support children's early independence, such as making healthy pizzas, to build on children's learning as they are too rushed. n The childminder continually assesses children's progress to identify and plan for their next steps in learning. She focuses on key aspects of children's development, such as their speech. This helps to build strong foundations for children becoming fluent readers. As part of this, children visit the library and take books and story bags home. n The childminder engages children with exciting and interactive storytelling, which fosters children's love of books and further builds on their communication

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need to do better?

skills. The childminder uses words and expressive sign language, which three- year-old children delight in joining in with. The childminder introduces words such as 'slimy' and 'sloppy' as two-year-old children scoop and observe the wet sand oozing through their fingers.

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need to do better?

20 July 2023 n The childminder recognises where children are working below developmental expectations. Consequently, she puts strategies in place to help children to catch up. As part of this, the childminder secures early interventions, where necessary, such as making referrals to other professionals. n The childminder generally works in consultation with parents to support children's care and learning. For example, she obtains important information to help children to settle in. The childminder discusses the impact of the use of dummies, and shares links to resources, such as speech and language toolkits. However, the childminder does not consistently share certain next steps in children's learning and how parents can support these. n The childminder incorporates early mathematics during activities. For example, she introduces simple counting as two-year-old children scoop sand, and helps three-year-old children to create patterns with hexagon-shaped construction

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need to do better?

toys. Three-year-old children develop early literacy skills. For example, they find their name on the 'Who is here today?' display. n The childminder enhances her curriculum with many outings that help children to learn about their community and the world around them. For example, children look at different aspects of nature while learning about life cycles, and visit the fire station. n Children have good opportunities while attending toddler groups to mix with a wider group of children, learn about difference, and develop important social skills. Younger and older children play happily alongside one another and enjoy sharing experiences, such as transporting sand and water. They learn to be kind and caring through the childminder's good role modelling. n The childminder discusses and reflects on her practice, for example, with parents and colleagues who she runs toddler groups with. She has recently

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need to do better?

subscribed to further training that will help her to continue to develop her childminding setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps safeguarding training updated. She has a secure knowledge of possible indicators of abuse, including those which may indicate that a child is at risk of extreme behaviours or views. The childminder understands how to report any child protection concerns. This helps to protect children from harm. The childminder identities and minimises hazards in order to help to promote children's safety and welfare and minimise accidents. The childminder helps children to learn how to keep themselves safe. For example, she reminds two-year-old children to hold on tight as they confidently climb and dangle from the wooden frame.

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should:

20 July 2023 n strengthen curriculum planning so that activities and resources are more-closely linked to children's individual stage of learning and support their child-led play to the highest level n review the pace of activities in order to increase the opportunities to build on children's learning n share more-precise information with parents about their children's next steps in learning and how they can support these at home.

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Setting details

Unique reference number EY453120 Local authority Leeds Inspection number 10289587 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 7 Date of previous inspection 29 November 2017

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Information about this early years setting

The childminder registered in 2012 and lives in the Crossgates area of Leeds. She operates Monday to Friday from 7am to 5pm, all year round, except for bank holidays and family holidays. The childminder 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 setting. n The inspector observed areas used for childcare purposes, care routines and the activities taking place indoors and outdoors. n The inspector observed the quality of education during activities and assessed the impact on children's learning. She held discussions with the childminder to understand how she organises the early years setting and curriculum. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector spoke to children, and gained the views of parents through telephone conversations and written feedback. n The childminder shared relevant documents, including children's assessments and evidence of training.

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Inspection activities

20 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

20 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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