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 are happy and confident in the childminder's care. They have a strong relationship with her. They often climb onto her knee to listen to a story and they are delighted when she offers them a 'high five' in recognition of their achievements. Children benefit from a learning environment that is designed to be stimulating and captures their natural curiosity. For instance, they find a blue egg in the play kitchen. They discuss that it might be a blue tit egg. Children make connections to the birds they saw on the school run that were looking for worms but could not find any in the snow.

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The provision is good

Children are encouraged to be polite and respectful. They behave well. Any unwanted behaviour is addressed quickly with patience and age-appropriate guidance. This means children develop a clear understanding of right and wrong and begin to understand the impact their actions have on others. Children attend playgroups where they meet other children and build relationships in a larger social group. They learn to share, take turns and be kind. This prepares children well for the eventual move to school.

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The provision is good

Children enjoy singing. The youngest children demonstrate their love of familiar songs and rhymes as they laugh and rock backwards and forwards with excitement. They develop their communication skills when they try to repeat animals sounds, such as 'quack' and 'moo'. Older children learn about using quiet and loud voices. They lead the singing and are keen for visitors to join in their play. For example, children give visitors pretend money, so they can pay for 'current buns'.

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need to do better?

n The childminder has designed a curriculum that helps children to continually build on what they already know and can do. She knows the children well. She regularly shares information about children's development and interests with parents and other settings children attend. Children make good progress. For example, children are challenged to develop their mathematical skills. They count spontaneously from one to five during their play. The childminder helps them to work out which number is next. Children count backwards. They group objects and identify which group has more or less. They are beginning to identify numbers in different contexts. n The childminder supports children well to develop their language and communication, and early literacy skills. She models language for the youngest children, such as 'red car' and 'big blue bear'. She uses language that is clearly pronounced, so children can hear words said correctly. Children experiment with

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need to do better?

speaking into different vessels. They observe how the objects change the tone

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need to do better?

19 January 2024 and volume of their voice. Children laugh as they make different sounds. During stories, older children follow the words with their finger as the childminder reads to them. n Children can play happily by themselves for short periods. They are imaginative during role play. They re-enact real-life experiences when they pretend to feed their baby doll with milk. Children discuss with the childminder whether babies can eat watermelon because it is soft and juicy. They think about their own development. For example, they explain they do not go in a pushchair anymore because they are older, so they walk to school and the park instead. Children enjoy being outdoors. They feed the birds and squirrels at the local country park. During poor weather, they attend a play gym, where they develop their physical skills when they climb, jump and balance. n Overall, the childminder promotes children's hygiene and independence in

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need to do better?

personal care routines well. Older children take off their shoes and hang up their coats when they come into the setting. They learn to wash their hands with soap and water after using the toilet and before meals. However, these routines are not always implemented as effectively with the youngest children. n The childminder has good relationships with parents. They are very positive about the service she provides. They say the childminder shows their children care and warmth in a home-from-home environment, she is approachable and communicates well. They say she is professional and offers a safe and nurturing environment. n The childminder is committed to her own professional development. She keeps up to date through regular training. She links with other childminders to share good practice and ideas. The childminder has recently started an early years professional development programme to build on her knowledge and skills. She

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need to do better?

completed 'Making sense of autism' training. This helped her to support children with autism who were moving into school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen hygiene practices for the youngest children, so that they are embedded into their personal care routines.

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Setting details

Unique reference number EY470166 Local authority Leeds Inspection number 10301410 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 2013 and lives in Farsley. She operates all year round from 7.30am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays.

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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. n The childminder and the inspector discussed how the childminder organised different aspects of learning. n Children spoke to the inspector about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how they evaluate the provision, and their ongoing professional development. n The inspector carried out a joint evaluation of an activity with the childminder.

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Inspection activities

19 January 2024 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

19 January 2024 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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