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 form very close relationships with this kind and gentle childminder, who they clearly enjoy being with. The childminder recognises when children need her help, comfort or reassurance and acts swiftly to meet their needs. This helps children to feel very well supported and ready to learn.

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The provision is good

The childminder manages children's behaviour well. Children learn to share, take turns and be kind to others. They use their good manners proudly. Children understand the childminder's rules are there to keep them safe and happy. The childminder offers praise and support to help children to persevere and become resilient. This supports children to develop confidence and have a strong desire to learn.

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The provision is good

The childminder plans stimulating and challenging activities for children. These are targeted to support children to build on their individual abilities. The childminder interacts very well with them. For example, she encourages children to explore a variety of Easter craft resources freely. They have great fun together as children enjoy using their imaginations to build a giant den with stools, blankets and boxes for the childminder's gentle, old dog. Children change the den to a train and a library, where they pretend to read and talk about the interesting visits they have been on the local train. This helps children to widen their vocabularies and increase their recall skills.

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need to do better?

n The childminder designs a curriculum that accurately prioritises children's individual needs and builds successfully on their prior understanding. Children make good progress, particularly in their personal, social and emotional skills. However, at times, the childminder does not give children enough time to work out a solution to a problem themselves, such as through trial and error. She occasionally jumps in a little quickly to help children with the answer. This does not challenge children to help them achieve the best possible outcomes. n Parents comment very positively on the care their children receive. The childminder shares information effectively with parents and other settings which children attend about their care and the activities children have enjoyed. She shares lots of ideas to support children's learning at home. The childminder is confident to liaise with other professionals to support children's learning and

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need to do better?

development when required. n The childminder takes all opportunities to encourage children to develop their independence and self-care skills. She helps children to make healthy choices and to be physically active. Children enjoy dancing to music and action songs. They walk to local woods and parks, where they can run energetically and climb

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need to do better?

20 March 2024 and balance. Children benefit from regular baking activities, where they use their excellent hygiene and handwashing skills. n The childminder shows she is committed to future development and improvement. She is motivated to further develop her knowledge and understanding of early years education. This has inspired her to make positive changes, which have impacted well on children's learning. However, although the childminder provides a good range of planned activities across the curriculum, she does not provide many opportunities for children to build on their understanding and knowledge of how things work, such as technology. n Children learn about different people and communities, such as through many experiences to visit other more diverse areas on the local trains and buses. The childminder ensures that she provides books and resources to help to extend children's understanding of different people and cultures locally and around the

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need to do better?

world. This includes role play, music and dressing up. Children show a strong sense of belonging at the setting. n The childminder promotes a love of books to children. She positions books carefully around the playroom. Children present books to her, confident they will be read to with pleasure. The childminder ensures that she reads clearly so children can contribute what they know. She extends children's knowledge and vocabulary as they talk. For example, when children listen to a story about a garden, the childminder encourages them to name the birds and insects in the pictures and talk about bees helping to pollinate the trees and flowers. This helps children to develop new vocabulary.

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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.

p.3

should:

n make even better use of interactions and questions with children in order to challenge their thinking and extend their learning n enhance the opportunities children have to explore how things work, to further extend their understanding of the world.

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Setting details

Unique reference number EY500120 Local authority Leeds Inspection number 10316999 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 1 Date of previous inspection 1 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in the Guiseley area of Leeds, West Yorkshire. She operates all year round, from 9am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-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 the childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector through written feedback and this was taken into account. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

20 March 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

20 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

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