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 Inadequate

p.1

The provision is good

Children receive a friendly greeting from the kind and nurturing childminder as they arrive at her safe and well-resourced setting. The childminder welcomes children and asks how they and their families are. She supports children to start their day by joining in with activities that interest them. This helps children to quickly settle in and begin their play and learning.

p.2

The provision is good

Children receive high-quality interactions from the childminder. She speaks clearly to children, using simple sentences and asks appropriate questions. The childminder gives children time to think and respond. She introduces children to vocabulary that she wants them to learn. This supports children to develop their speaking and conversation skills.

p.2

The provision is good

Children enjoy their time with the childminder and are keen to do things for themselves. For example, the childminder supports children to climb the steps to the sink to wash their hands. She encourages even very young children to use safety cutters to chop bananas for snack time. The childminder gives children time for them to try for themselves before sensitively offering to help. This helps children to grow their ability to keep on trying and develop positive attitudes to learning.

p.2

need to do better?

n The childminder thinks carefully about the skills that children need to develop when planning their next steps in learning. For example, she knows that children need to build the strength in their hands and learn how to dress and undress themselves before they begin to potty train. This ensures that she plans appropriate learning experiences to support children to develop these skills. Children are well supported to work towards their development goals. n The childminder gives children praise and encouragement for their efforts and positive behaviours. For example, she has set up a 'wow moments' board. The childminder uses this board to display children's achievements, both at home and in the setting. This helps to build children's self-esteem and confidence in their abilities. n The childminder uses good manners when speaking to children. Consequently, children also begin to learn to use good manners and speak respectfully to

p.2

need to do better?

others. However, on occasion, some children display minor incidences of unwanted behaviour. The childminder does not consistently put in place strategies to support and guide children when this happens. This does not help children to fully develop their understanding of the rules and what is expected of them. n The childminder takes children on regular outings with her co-childminder.

p.2

need to do better?

7 December 2023 Children enjoy regular physical activity, such as walks in the local area. They socialise with new children when they visit local playgroups. Children visit exciting places with the childminder, such as a sculpture park. This supports children to take part in new experiences and promotes their curiosity when exploring the world around them. n Parents and carers praise the way that the childminder helps children to feel safe and happy in the setting. They receive regular updates about their children's daily experiences. This is via messages, emails, and photos of children's learning on an online app. The childminder completes the two-year progress check for children. She shares this with parents and asks for their comments. Consequently, parents feel well informed about their children's development. n The childminder engages in support and advice from a local authority early years adviser. She actively seeks out opportunities for professional development. For

p.2

need to do better?

example, the childminder takes part in refresher training to build on her knowledge of child development. This helps her to continue to provide positive learning experiences for children. n The childminder works closely with her co-childminder. Together they discuss how they will plan for children's learning and ways to enhance the provision. However, they do not regularly monitor or evaluate each other's practice. This does not fully support the childminder to consistently evaluate her skills and take them to even higher levels.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends safeguarding training from the local authority. She gets to know families and children well. The childminder asks for important information about them when they first begin to attend. This ensures that she is able to identify any signs that indicate that children are being abused or neglected. She understands the importance of recording any existing injuries to children. This ensures she would be able to quickly recognise any safeguarding concerns about children. The childminder knows the action that she must take if an allegation is made against herself or her co-childminder.

p.3

should:

n develop and consistently use behaviour management strategies to strengthen children's understanding of what is expected of them n enhance evaluation processes, to continue to identify any further areas for improvement and raise skills and knowledge to even higher levels.

p.3

Setting details

Unique reference number EY501497 Local authority Leeds Inspection number 10306654 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 6 Date of previous inspection 4 July 2023

p.4

Information about this early years setting

The childminder registered in 2016 and lives in the Kippax area of Leeds. She works with another childminder and is open Monday to Thursday from 7.30am to 6pm. The childminder is open all year round, excluding family holidays and bank holidays. She provides funded early education for two-, three- and four-year-old children.

p.4

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 setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity with the childminder. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on request.

p.5

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.5

Inspection activities

7 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.

p.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6