Childminder, Out-of school day care in Leeds

This provision meets requirements

The childminder's warm and friendly manner helps children to settle quickly, feel safe and enjoy their time with her. Children excitedly bound into the childminder's and are clearly familiar with the well-established routines. For example, they hang up their coats and belongings and wash their hands. The childminder's gentle and calm approach creates a relaxed environment where children are happy and at ease. Children enjoy activities, such as creating Christmas tree decorations. They positively approach new skills, such as threading ribbon through the holes to make a loop.

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This provision meets requirements

Children share their ideas about what they might like to do, which the childminder incorporates into her plans for activities. This helps children to develop a sense of belonging and feel valued. Children enjoy the childminder's positive interactions that build on their confidence and self-esteem. For example, after children thread the ribbon, the childminder demonstrates how to secure the loop by tying knots in each end of this. The childminder warmly encourages children to try, and praises their attempts at such a tricky task.

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This provision meets requirements

Children engage and focus well. These are just some of the skills the childminder reinforces to support children's successful learning as they move through school. The childminder models and encourages important social skills. Children behave well and are kind, polite and respectful.

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need to do better?

n The childminder supports children's transitions effectively. She works closely with parents to gather a wide range of information about each child. This helps her to settle children in by taking account of their interests, likes and favourite things, and promotes their emotional well-being. The childminder knows the children in her care very well, which is supported by her also working at the school that children attend. n The childminder generally plans and organises activities and the environment well. This helps children to take part in meaningful experiences and play opportunities and builds on their knowledge. During the school holidays, the childminder enriches children's experiences through outings. However, the childminder does not consistently provide broader resources to support children's free play and to help them to expand their creative ideas during craft activities. n The childminder works closely with Reception class staff in school. She is aware

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need to do better?

of the focus for children's learning, for example, in early mathematics and literacy, and provides complementary fun activities. For example, the childminder plans games, such as Christmas bingo and provides interactive 'learn how to

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need to do better?

5 December 2023 read' books. n The childminder plans activities that require good hand-eye coordination, which supports children's early writing. For example, children thoroughly enjoy pressing the coloured pads in quick succession in response to the corresponding flashing lights. As they make Christmas tree decorations, children scratch the coated templates with a wood stick to reveal colours beneath. Children show great concentration, precision and coordination during these activities. n The childminder models and encourages important social skills. She plans many activities and care routines that foster friendships and kind and respectful behaviour. For example, children play collaboratively during shop-themed role play. The childminder gently reminds children about her expectations, for example, when the noise level increases due to children's excitement. n The childminder helps children to learn about certain aspects of diversity, such

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need to do better?

as through planned activities linked to multicultural celebrations. However, she does not consistently represent this further in the environment to expand on children's understanding of a broader representation of difference. n The childminder enhances children's enjoyment through her effective interactions and interest in what they say and do. Children are confident to ask for help, for example, when the anchor rope, which forms part of the toy pirate ship, breaks. The childminder shares in children's achievements, which helps to foster children's self-esteem, 'can-do' attitude and sense of pride. n Children enjoy the sociable teatime snack routine. However, the childminder does not fully consider how children could be more involved in preparing this, to further support their independence skills. n The childminder uses training that she completes as part of her role as a teaching assistant to support children, such as helping children to learn phonics.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes good risk assessments to ensure that children can move around freely in a safe and secure home. She has a secure understanding of the possible indicators of abuse, and of how to report any concerns of a child protection nature. The childminder has contact numbers close to hand and keeps up to date with changes, for example, by accessing the local safeguarding partnership's website. Children confidently talk about aspects of keeping themselves safe, such as the rules they have to follow when going to or from school on foot or in the childminder's car.

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Setting details

Unique reference number EY491640 Local authority Leeds Inspection number 10301412 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 17 Date of previous inspection 31 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in the Cookridge area of Leeds. She operates all year round, Monday to Friday, excluding bank holidays and family holidays. In term time, the childminder is open from 7.30am to 9am and from 3pm to 6pm. During the school holidays, the childminder is open from 7.30am to 6pm.

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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 her setting. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector discussed how the childminder organises her setting and the range of activities provided. n The childminder and inspector completed a joint observation of an activity taking place. n The inspector spoke to children and a parent. She also viewed written feedback from parents. n The childminder shared a sample of relevant documentation, such as that related to training.

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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

5 December 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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