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 build secure relationships with the kind, caring childminder. They show that they feel safe and content at the childminder's homely setting as they quickly settle. They happily play and giggle as they run in the setting. Children are confident to talk and play with visitors. They are motivated to learn and join in with the childminder as she plays with them and reads to them. The childminder has high expectations of children's behaviour. She helps them to understand the boundaries she expects in her home.

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The provision is good

Children attend playgroups regularly with the childminder. This helps them build their social skills and confidence as they meet a wider range of people. There, they explore craft materials and use their imagination to create pictures and cards for special events. The childminder develops their knowledge further with books to help children learn about different cultures. For example, children find out about special times, such as Mother's Day, Chinese New Year, Ramadan and Easter. This helps children be prepared for the world beyond their community.

p.2

The provision is good

The childminder plans a broad and balanced curriculum, which builds on what the children know and can do. She takes account of their interests and next steps in learning, which the childminder accurately identifies. This ensures all children make good progress and are ready for their next stage of education.

p.2

need to do better?

n Children snuggle closely to the childminder and listen intently as she reads to them. She encourages children to stay to finish the book. This helps children to develop their listening and attention skills as they concentrate for longer. The childminder talks to children about the story and pictures. She talks and asks questions to help children to understand the story and learn new words from the book. This helps children to develop their early literacy skills. n The childminder adapts her language and expectations as she plays with younger and older children. She supports younger children to use their small muscles to join blocks together as they build towers. She encourages older children to count, sort colours and recognise letter shapes as she plays alongside them with blocks. She teaches children to touch each object as they say the number to ensure they count accurately. n The childminder regularly takes children on outings to the park and local places

p.2

need to do better?

of interest. This helps children to develop their large muscles as they walk, run and climb at the park. Children develop their understanding of the world as they meet new people and watch birds and squirrels. They make collections of leaves and talk about what they see on their walks. n The childminder has high expectations of children's behaviour. She

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need to do better?

13 March 2024 acknowledges when children are upset and when they find it tricky to take turns or share toys. However, she does not always use these moments to teach children words to express their feelings and emotions, or to teach children the skills to solve the problem independently and have a turn each. n Partnerships with parents are positive. The childminder gathers information from parents about children's development and interests when they start at her setting. She plans activities based on parents' comments, her observations of children and what she knows children need to learn next. n The childminder regularly communicates with parents about children's experiences and seeks feedback about the provision. Parents say they appreciate this two-way communication. The childminder talks to parents about how they can support their children's social and emotional development at home, for example their behaviour.

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need to do better?

n The childminder provides healthy food and drinks for the children at snack times and mealtimes. However, children do not always sit together or with the childminder when eating. Therefore, they miss the chance to chat together and develop their social skills. n The childminder regularly attends networks and training. She shares ideas with other childminders as they attend groups together. She adapts her provision after training to ensure she stays up to date, for example with the latest safeguarding information.

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

should:

n teach children the words to describe their feelings and emotions and help them to solve minor conflicts independently n enable children to sit together and chat to each other at mealtimes to fully support their social skills.

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Setting details

Unique reference number EY471835 Local authority Leeds Inspection number 10312282 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 7 Date of previous inspection 25 April 2018

p.4

Information about this early years setting

The childminder registered in 2014 and lives in the Roundhay area of Leeds, West Yorkshire. She operates from 8am until 6pm, Monday to Friday, term time only. The childminder provides funded early education for three-year-old children.

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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 spoke to the inspector about children's learning and development. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector spoke to parents during the inspection and took account of their views and written feedback. n The childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable.

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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

13 March 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

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

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