Childminder in Leeds

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children thrive and make very good progress at this delightful family setting. They develop secure emotional bonds with the nurturing childminder and her assistant, who are both extremely attentive to children's needs.

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The provision is good

The childminder focuses exceptionally well on helping children understand and develop a very positive attitude to learning. She consistently encourages and supports them to try new things and have a go at new experiences. For example, when children are faced with challenging activities, such as creating tiny sticker mosaics, they keep on trying to repeat their chosen patterns until they are happy with the end result. The childminder helps children to learn that it is good to keep practising and that mistakes are positive when learning a new skill, such as recognising colours and the first letter of their name. For instance, she says, 'You can do it. Don't worry if it takes a little while.' Children show outstanding levels of concentration, determination and perseverance.

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The provision is good

Children benefit from very positive interactions with the childminder and her assistant. The childminder has very high expectations for children's behaviour. She and her assistant are exemplary role models for children. They constantly model how to be considerate and polite, such as when one is asking the other a question or when carrying out a routine task. Children of all ages behave impeccably. For instance, they listen intently and respond positively, copying the adults' good manners. Children are very eager to play cooperatively and explore the exciting activities and resources the childminder provides.

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need to do better?

n The passionate childminder has a clear understanding of what she wants children to learn and why. She understands that children need to build on their learning over time and sequences her curriculum to reflect this. Overall, she identifies children's next steps effectively and plans well for the individual needs of children. Both she and her assistant provide good-quality support for children's learning. However, on occasion, there are times when they do not consider these next steps when asking children questions during activities, to help fully develop their ideas and thinking skills to extend their learning. n The childminder places a sharp focus on children's communication, language and social skills in everyday activities or experiences. She promotes their physical, social and emotional development well. For example, children had great fun together perfecting their balance and coordination on wooden balance boards.

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need to do better?

They sang and used hand signs to a festive carol they had learned. This helps children to build focus and concentration, as well as supporting their physical and social skills.

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need to do better?

3 January 2024 n A key focus of the curriculum is outdoor play. The childminder plans many exciting opportunities for children to learn out in the local community. Children choose to spend a lot of time outdoors, where the childminder skilfully encourages children to learn about risks while keeping safe, such as road safety. Children are extremely curious about the natural world. During the inspection, they were fascinated when they recognised wild birds, wondering what they could do to help them survive in a winter climate. n The childminder has very positive relationships with parents. She communicates regularly with them in a variety of ways, to help them keep up to date with their children's progress. She gives parents and carers ideas of ways to extend children's learning at home. n The childminder and children look at photographs of past activities and friends in colourful journals, which prompts children to share their memories of what they

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need to do better?

have learned. They talk lovingly about the people from the pictures and giggle as they remember the many fun experiences they shared together. This helps to support their emotional well-being and recall skills. n The experienced childminder works well with other professionals, in particular for children with special educational needs and/or disabilities. She has developed strong partnerships with schools, working closely with them, particularly on assessments and supporting children as they move between settings. One local school describes the childminder as 'a high standard professional who supports effective transitions'. n The childminder regularly evaluates her practice and is fully committed to making changes across the provision to raise standards. For instance, she is currently training in a forest school style approach to further enhance children's learning. The childminder ensures that her assistant is well supervised and

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need to do better?

attends regular training and review meetings. Her assistant is an enthusiastic, naturally caring and competent early years teacher, who children love to spend time with. n Generally, the childminder and her assistant ensure that children have ample opportunities to learn about how to keep healthy and develop self-care skills. For instance, children pretend to wash their hands in the play kitchen before they pretend to make a 'good for you' snack. However, very occasionally, the childminder and her assistant do not provide as consistent as possible support for all children's learning. For example, during nappy times, two-year-olds getting ready for potty training are not consistently asked to help pull their trousers up and down.

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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 enhance children's development by targeting the use of questions even more successfully to fully support children's thinking skills to help achieve their maximum potential n strengthen existing practice and understanding of how to support children's health and self-care development effectively, to maximise the learning of new skills.

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Setting details

Unique reference number EY465477 Local authority Leeds Inspection number 10304850 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 16 Date of previous inspection 2 February 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Leeds. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder holds a relevant childcare qualification at level 3. She routinely works with an assistant. The childminder receives funding to provide free early years education to children aged two, three and four years.

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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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is 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 curriculum. n The inspector observed the quality of education being provided by the childminder and her assistant and assessed the impact that this was having on children's learning. n The inspector and childminder carried out a joint observation of a craft activity with the assistant. n The childminder provided the inspector with a sample of key documentation on request. n The inspector considered the written feedback of parents and other

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Inspection activities

professionals during the inspection and took account of their views.

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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

3 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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