Cooper, Nicola

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Children are comfortable and settled in the care of the kind and attentive childminder. They seek her out for cuddles and feel secure in her warm and friendly home. However, some opportunities for children to play and learn are not always stimulating or appropriate to their age and stage of development. This has an impact on some children's ability to engage in purposeful play and learning.

p.2

The provision requires improvement

Nonetheless, children take part in some experiences that are beneficial to their well-being and personal development. For instance, children enjoy visits to the park, where the childminder supports them to develop their physical skills. They enjoy trips to the soft-play centre, where they can socialise with other children. The childminder takes children to the library for story time sessions. She finds out about children's prior knowledge from their parents and carers. For example, the childminder knows that some of the children in her care have never been for a ride on a bus, and so she provides this experience for those children.

p.2

The provision requires improvement

Children enjoy hearing and learning a wide range of songs. They show their knowledge of songs and rhymes as the childminder pauses to let them fill in the words as they sing along. Children grow their self-esteem and confidence as they happily sing and carry out the actions to their favourite songs.

p.2

need to do better?

n The programme of activities and experiences for babies and toddlers is not as successfully planned and implemented as it is for older children. The childminder does not consistently plan and provide activities that meet the learning needs of babies and toddlers. Consequently, babies and toddlers do not always focus and engage as they play. They sometimes become bored and throw items on the floor, or simply sit and chew on toys. This does not support all children to make good progress in their learning and development. n The childminder seeks support and advice from other childcare professionals. This helps her to evaluate her provision and find out about changes in the early years sector. The childminder has identified areas for development in her practice. However, she has not taken part in any targeted professional development or training. This does not help her to keep her skills and knowledge up to date to support children's learning and development in full.

p.2

need to do better?

n The childminder communicates well with the pre-school children in her care. She engages them in conversations. As a result, older children begin to ask and respond to simple questions. However, the ways in which the childminder promotes babies' and toddlers' communication skills are not as strong. The childminder does not always respond to babies as they babble. Sometimes, she does not say the correct word when teaching new words to children. For

p.2

need to do better?

26 February 2024 example, she says 'piggy' instead of 'pig' and 'ta' instead of 'thank you'. On occasion, the childminder asks babies and toddlers questions as they play, rather than saying simple words and phrases to help them to understand and learn new vocabulary. This does not fully support babies and toddlers to make rapid progress in their language development. n The childminder invites children to help her to make lunch. Children develop their independence skills as they help to butter the bread to make sandwiches. The childminder helps children to brush their teeth in her setting. She talks to their parents about how they can support their children's oral hygiene. This supports families to put in place good toothbrushing routines at home. n Parents say that they appreciate the daily feedback and communication from the childminder about their child's daily experiences. The childminder shares information with parents about the books that she is reading with children in the

p.2

need to do better?

setting, to allow them to read the same ones at home. This promotes the importance of reading to children and their families. n The childminder aims for children to learn to be caring towards each other. She sensitively supports them to understand boundaries and use kind hands. This helps children to begin to learn how to behave towards others.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Due date

plan and put in place a programme of activities and experiences that is ambitious and developmentally appropriate to meet the learning needs of all children 24/05/2024

p.3

Due date

undertake professional development opportunities to improve knowledge of how to support babies and toddlers with their learning and to raise the quality of the provision to a consistently good level. 24/05/2024

p.3

should:

n develop strategies to support the early communication and language skills of babies and toddlers.

p.4

Setting details

Unique reference number EY459240 Local authority Leeds Inspection number 10317072 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 22 May 2018

p.5

Information about this early years setting

The childminder registered in 2013 and lives in Morley, Leeds. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

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 inspector spoke with the childminder about her safeguarding knowledge and responsibilities. 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 communication and language 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

26 February 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.

p.5

Inspection activities

26 February 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.

p.6

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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