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, who are all aged under two years, have attended since they were babies. They are confident and very settled. They delight in the childminder's nurturing and positive interactions and develop close bonds with her. For example, children enjoy spontaneous cuddles. This helps them to feel happy, safe and secure. Overall, children make good progress and develop skills in readiness for pre-school. The childminder's enthusiasm enhances children's enjoyment and excitement during certain activities. For example, children giggle while jumping up and down to pop bubbles. These activities also help to develop children's physical skills.

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The provision is good

Children are familiar with daily routines, including those which help them to learn healthy habits from a young age. For example, children readily follow the childminder into the kitchen as she prepares fruit for the morning snack, before washing children's hands. These routines are very sociable, calm and relaxed occasions.

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The provision is good

Children develop their early independence. For example, the childminder encourages them to find their shoes in readiness for playing on the covered decking. Children enjoy accessing carefully selected books, which are stored at their height on a bookshelf. Children behave extremely well, given their young age. The childminder sensitively manages any minor incidents, such as snatching toys. This helps young children to learn important early social skills and the expectations for their behaviour.

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need to do better?

n The childminder assesses and shares children's progress with parents and identifies what they need to learn next in the setting to build on their communication, physical and social skills. However, she does not fully consider how she can support children's learning, especially their emerging speech, through greater partnership working with parents. This is particularly evident when young children are hearing and learning two languages. n The childminder sits alongside children to build on their learning during daily routines, such as mealtimes. She introduces simple counting as she talks about how many pieces of orange children have left and provides a narrative. This helps children to link words to actions and builds on their developing vocabulary. n Children enjoy their time with the childminder. However, when planning activities, the childminder does not fully consider children's interests and stage

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need to do better?

of learning. In addition, she does not consistently organise the play space to keep children fully engaged and help them to make the best possible progress. For example, children sometimes find the expansive range of equipment and toys, including those more suited to older children, visually overstimulating and

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need to do better?

2 August 2023 distracting. n The childminder uses spontaneous opportunities to build on children's learning. For example, she encourages children to listen to the sounds of the rain as it falls heavily onto the corrugated plastic roof that covers the decked area. n Children enjoy looking at interactive books with the childminder, which helps to build on their early communication skills. The childminder uses engaging tones, which keeps children interested and encourages them to say new words as they point to pictures. Children enjoy copying the childminder as she uses finger puppets to help children learn to name animals. n Children enjoy moving their bodies to music and songs and learn to use equipment such as a small rocking horse and sit-and-ride wheeled toys. These activities help children to develop their gross motor skills. n The childminder closely follows children's individual care routines. For example,

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need to do better?

she recognises when they are getting tired and need their pre-lunch nap in the lounge. The childminder understands each child's unique way of getting to sleep, which helps children to feel a strong sense of security. n Children practise their hand-to-eye coordination. For example, they turn the pages of board books, connect bricks together and use toys such as a spiral ball run. They delight in watching the balls whizz down to the bottom. This also helps children to learn how things work at a very simple level. n The childminder jointly reflects on and improves certain aspects of the childminding practice, and parent feedback is very complimentary. However, she does not reflect on her individual strengths and areas for improvement in order to precisely target continued professional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder refreshes 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 being exposed to 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 closely supervises children to minimise accidents, such as when children learn to get on and off sit-and-ride toys. She reminds children to stay at the table while eating, to avoid potential choking risks and to help children learn about keeping themselves safe.

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should:

n share greater information with parents to help them to understand how they can support their children's learning at home, particularly in their early language

p.3

should:

2 August 2023 development n adapt and plan the curriculum and play space to support young children's ability to focus their play, learning and exploration to the highest level n target professional development opportunities that will help to raise practice to the highest level.

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Setting details

Unique reference number EY395044 Local authority Leeds Inspection number 10285624 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 12 October 2017

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Information about this early years setting

The childminder registered in 2009. She works with another childminder from her co-childminder's premises in Pudsey, on the outskirts of Leeds. The childminder operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate childcare qualification at level 3.

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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 the areas of the premises used for childcare purposes and the care routines and activities taking place. n The inspector held discussions with the childminder to understand how she organises the early years setting and the 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 The inspector viewed written feedback from parents. n The childminder shared relevant documents, including evidence of first-aid training.

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Inspection activities

2 August 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

2 August 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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