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 Requires improvement

p.1

The provision is good

Children quickly settle in the childminder's care, helped by effective and well- considered settling-in arrangements. The childminder provides a welcoming and stimulating environment that encourages children to explore and investigate their surroundings, both inside and outside. However, at times, there is too much of a selection for the children, which can become overwhelming.

p.2

The provision is good

The childminder knows the children well and has a good grasp of their capabilities. This allows her to plan a challenging curriculum for the children that takes account of what they can do and how she can build on their skills effectively. Children have opportunities to become increasingly more independent, and the childminder achieves a good balance between supervising children and allowing them to be inquisitive. The childminder gives children lots of positive praise and encouragement to try new experiences and test their abilities. This helps to develop children's confidence and emotional security.

p.2

The provision is good

Children who speak English as an additional language are supported well overall. The childminder asks parents for keywords in children's home language at the start of their placement to aid communication and language. The childminder models language well and introduces children to new words to extend their vocabulary. However, on some occasions, the childminder forgets to build in sufficient time for children to respond to questions and process information before she speaks again.

p.2

need to do better?

n The curriculum is well thought out and supports children in deepening their knowledge and understanding. The childminder introduces the children to lots of new experiences and allows children time to practise and hone their skills. She plans specific activities of focus to help develop key skills and has various resources to support this. However, she does not always consider the whole environment when doing so. At times, young children become easily distracted by the wealth of resources around them and lose their focus. n Overall, the childminder supports children's language and communication well. Children enjoy singing songs and learning action rhymes, and they show good recall as they join in. The childminder teaches children new words and the correct way to say them and repeats these back to them. An early love and enjoyment of books are actively encouraged by the childminder. She reads to children, and they point and talk about what they can see. However, at times,

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need to do better?

the temptation is too strong for the childminder to speak instead of allowing children time to talk and answer questions themselves. n Children enjoy physical challenges and being active. They develop their hand strength and investigate what happens as they twist, turn, push and slide

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need to do better?

6 September 2023 buttons, learning to control different actions on toys. They climb on large play equipment and learn how to use alternate feet to climb up the steps to the slide. They negotiate space well and move their bodies in a range of ways, for example as they crawl through a tunnel and play peekaboo with the childminder. n Since the last inspection, the childminder has taken time to reflect on her practice. She has addressed all of the actions raised and has made the necessary improvements. Assistants working with the childminder understand their roles and responsibilities. The childminder ensures that they have the required knowledge to be able to meet the children's needs. The childminder attends regular training and considers the ways in which she can apply this knowledge to benefit the children and their learning. n The childminder keeps parents updated on their children's progress and of the

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need to do better?

new skills they are acquiring. Parents value the regular feedback they receive and welcome the childminder's suggestions of how they can further support their child's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role in safeguarding children. She is aware of the possible indicators of abuse and of the procedures for reporting any concerns to protect children. She also ensures that when working with an assistant, they have the appropriate knowledge around safeguarding and of the need to report any concerns promptly and without delay. The childminder understands the procedures to follow if any allegations were to be made against her or her assistant and that these should be reported to the local authority designated officer as well as Ofsted. Risk assessments are effective and ensure that risks to children are minimised.

p.3

should:

n build in sufficient time for children to process information and respond to any questions without interruption n review how focused activities are planned and delivered to ensure that children do not become too easily distracted and are able to remain on task.

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Setting details

Unique reference number 320243 Local authority Leeds Inspection number 10249729 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 13 Date of previous inspection 12 July 2022

p.4

Information about this early years setting

The childminder registered in 1995 and lives in East Ardsley, near Wakefield. She operates Monday to Friday, all year round, from 6.30am to 6pm, except for family holidays. The childminder occasionally works with an assistant.

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Inspection activities

n The inspector discussed any continued 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 they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector took account of parents' written feedback during the inspection. n The childminder provided the inspector with a sample of key documentation on

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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

6 September 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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