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

p.1

The provision is good

Children thoroughly enjoy their time at this caring and nurturing childminding setting. They greet the inspector with a warm 'hello' and confidently invite her into the home-from-home environment. Children excitedly show the inspector their favourite toys and the activities they enjoy. This demonstrates children's positive attitudes to their learning at this setting.

p.2

The provision is good

Children have strong bonds with the childminder. They snuggle into her for stories and songs, and spontaneously tell her that they love her. These warm and nurturing relationships help to promote children's happiness and sense of security. The childminder supports children's emotional development very well. She explains to children why to use 'kind hands' and praises them for being patient and kind. Children learn how to be alongside one another, how to control their impulses and how to understand their feelings and emotions.

p.2

The provision is good

Children behave well. The childminder consistently acts as an excellent role model and children reflect this in their interactions with one another. The childminder carefully considers what activities and resources she provides. She plans stimulating learning programmes that appropriately challenge and take children's different ages and stages of development into careful consideration. Her high expectations of children ensure that they build on what they already know and can do.

p.2

need to do better?

n The childminder reads books to children regularly throughout their day. Children snuggle in and listen intently to the stories which she reads with animation. They laugh aloud and focus on the illustrations in the book. This helps children to develop a love of reading and literacy. n The childminder supports children with special educational needs and/or disabilities very well. She implements support plans from professionals effectively. This helps all children to make good progress at the setting, regardless of any additional needs. n The childminder is committed to professional development. For example, she has recently started training around speech and language development. The childminder has embedded her learning into her practice and shared the information with parents so that they can implement strategies at home to support their children further. n Parents are very happy with the service they receive and speak highly of the

p.2

need to do better?

childminder. They applaud her professionalism and report that she goes over and above to support children and families. Parents express how happy they are with their children's progress and development, and attribute this to the childminder.

p.2

need to do better?

23 April 2024 n Children enjoy many exciting trips and visits. For example, they often visit a science museum. Children regularly attend an intergenerational playgroup, where they have the opportunity to socialise with older people. The childminder supports children to learn about other cultures by teaching them about festivals from around the world, such as Lunar New Year. The childminder helps children to have lots of opportunities to learn about communities beyond their own. n Children benefit from an environment that promotes their speech and language development. The childminder commentates on what she is doing and breaks down sentences so younger children understand what she is saying to them. She sings familiar songs to children throughout their day. Children happily sing refrains and are excited to join in with gestures and actions. These activities help children to widen their vocabularies and develop their communication and

p.2

need to do better?

language skills. n Overall, the childminder encourages children to be independent and manage tasks by themselves. For example, children tidy away their toys and decide which of the planned activities they are going to play with. However, the childminder does not embed children's independence fully, such as during the routines of the day. For example, at snack time, the childminder washes children's hands and peels their bananas for them. This means that children are not fully supported to always manage tasks independently when they are able to do so. n The childminder plans activities to help children with their physical development. For example, she supports children to develop their large muscles, such as by regularly visiting parks and soft-play centres. Children participate in activities that raise their heartbeats and expend their energy through climbing, jumping and running around.

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 provide more opportunities for children to develop their independence skills.

p.3

Setting details

Unique reference number EY474941 Local authority Leeds Inspection number 10335114 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 3 Number of children on roll 11 Date of previous inspection 5 June 2018

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Rawdon, Leeds. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an early years qualification at level 3. She provides early funded education for two-, three- and four-year-old children.

p.4

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 setting, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

p.5

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.

p.5

Inspection activities

23 April 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.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6