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

p.1

The provision is good

Children, all under two years of age, show good levels of confidence as they excitedly greet the inspector and eagerly show their toy cars and trucks. Children form strong emotional attachments with the nurturing childminder, which helps them to feel happy and safe. For example, they enjoy ample cuddles and giggle as the childminder turns these into tickling games. The childminder recognises and responds to children's care needs, helping them to feel secure.

p.2

The provision is good

Children progress well and develop key foundations for moving on to pre-school. This is because the childminder's curriculum focuses on their early social, language and physical skills. For example, children learn to play alongside one another. They respond positively to the childminder's gentle reminders about the expectations for their behaviour, such as sharing and taking turns. Children understand and follow effective daily routines. For example, they excitedly go to get their shoes when the childminder suggests playing out in the garden.

p.2

The provision is good

Children use gestures and rapidly emerging words to communicate, and enjoy listening to simple stories. This further builds on their early speech. The childminder helps children to develop their independence and small-muscle control. For example, children learn to use a fork and spoon to scoop up the healthy, homemade lasagne, which they thoroughly enjoy.

p.2

need to do better?

n The childminder plans a generally good range of activities for children. She identifies what children need to learn next through her regular assessments. However, the childminder does not always take the highest account of children's stage of learning and interests when planning the environment, to optimise their independent play and exploration. This includes children's interests shown through repeatable patterns of behaviour, known as 'schemas'. n The childminder broadens children's experiences through daily outings, as part of her curriculum. For example, children visit the library, take part in rhyme-time sessions and attend toddler groups. This increases their opportunities to develop confidence in larger social circles and builds on their early communication. n Children have good opportunities to benefit from fresh air and exercise, practise and develop their large physical skills and explore the world around them

p.2

need to do better?

outdoors. For example, on a trip to the woods, children learn to navigate uneven surfaces, such as grass mounds, balance on tree stumps, clamber over logs and explore textures, such as bark and moss. n The childminder has good settling-in procedures to promote children's emotional well-being. She gathers important information from parents to tailor settling-in visits around new children's individual needs. Furthermore, she does not

p.2

need to do better?

26 July 2023 introduce children to external groups until they are fully settled and feel safe and secure. However, the childminder has not considered how she can work in partnership with others, to support children's transitions when they move on to a new setting. n The childminder effectively promotes children's early speech. For example, she provides a narrative continually and sings during daily routines. Children enjoy sharing interactive animal sound books with the enthusiastic childminder. They delight in pressing buttons that imitate the noises different animals make. These activities also promote children's developing hand-to-eye coordination and very early understanding of how things work. n The childminder shares photos and children's achievements with parents, information about what they are learning next and how parents can support this. She emphasises the importance of stories and books to parents. This contributes

p.2

need to do better?

to children's good progress, as a result of a shared and consistent approach. n The childminder is a good role model, helping children to develop important social skills, such as being kind and caring. She initiates tidy-up time and encourages children's participation by asking who can put the plastic bricks in the box the quickest. Because the childminder makes this fun, children happily join in and beam in response to the praise they receive for doing such a good job. n The childminder keeps up to date with changes and improves her practices in certain ways. However, she does not fully consider how she can use a wider range of continued professional development opportunities to strengthen her childminding practice. n The childminder embraces parents' views, when reflecting on her practice. For example, she asks them to complete detailed questionnaires. Feedback from parents is very complimentary.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder refreshers her safeguarding training, to ensure that she keeps up to date with child protection issues. She can identify the possible signs of abuse and neglect, including those which may indicate a child is at risk of extreme views and behaviours. The childminder fully understands how to report any concerns of a safeguarding nature. This helps her to promote children's welfare. The childminder undertakes good risk assessments to identify and remove hazards. She closely supervises children to minimise accidents, such as, when children practise their large physical skills while climbing on and off equipment in the garden.

p.3

should:

26 July 2023 n take greater account of children's stage of learning and interests when planning the environment and the curriculum, to optimise children's independent play and exploration n develop arrangements for supporting children's transitions when they move on to a new setting, to foster children's emotional well-being with even greater success n increase the use of continued professional development opportunities, in order to raise practice to the highest level.

p.3

Setting details

Unique reference number EY490175 Local authority Leeds Inspection number 10288857 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 2 November 2017

p.5

Information about this early years setting

The childminder registered in 2015 and lives in the Calverley area of Leeds. Excluding bank holidays, the childminder generally operates during term time only. However, there is some flexibility in this, depending on the needs of the families who attend. The childminder is open from 7.30am to 5.30pm, Monday to Thursday. She is eligible to provide funded early education for two-, three- and four-year-old children.

p.5

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 by the childminder for childcare purposes, care routines and the activities taking place indoors and outdoors. n The inspector held discussions with the childminder to understand how she organises the early years setting and curriculum. She observed the quality of education during activities and assessed the impact on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n Parents shared their views about the childminding service over the telephone. The inspector also viewed written feedback from parents, including through questionnaires. n The childminder shared relevant documents, including evidence of first-aid

p.6

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.

p.6

Inspection activities

26 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7