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 Not applicable

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The provision is good

The nurturing childminder offers a welcoming and homely environment. Children demonstrate that they feel happy, safe, and secure here as they confidently invite the inspector to join in with their play. The childminder sets clear expectations and age-appropriate boundaries. She speaks to children with respect and values their choices and ideas, which encourages them to do the same to others.

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The provision is good

Children experience a breadth of hands-on, creative activities. They enjoy the freedom and exploration opportunities in the well-equipped outdoor area and make good progress with their physical development. For example, when children master climbing the small slide, they confidently move on to the bigger slide, supported by the attentive childminder. They appreciate nature and the world around them as they hunt for leaves and feathers to create artwork and magic wands. Children learn to be gentle and kind as they join in with feeding and stroking the pet guinea pigs.

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The provision is good

Children's growing independence skills are promoted well. Young children have a go at completing small tasks, such as putting on their own shoes and feeding themselves. They show positive attitudes to tackling new challenges as they chop bananas at snack time. They say 'more chopping, please' and persevere with the task at hand.

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need to do better?

n The childminder implements an ambitious, broad curriculum that covers all areas of learning. Children experience regular visits to parks, zoos, and farms with other childminder groups. This gives them multiple opportunities to socialise and build their confidence. n The childminder knows children well. She is clear about what they can do, and what they need to learn next. However, she does not yet use this information precisely enough when planning and implementing activities. This means that some activities are too broad and do not fully extend children's learning. n Children learn about and appreciate diversity. For instance, they learn about Chinese New Year, and foods from different cultures and countries are served to children at mealtimes. This helps children to recognise and value the similarities and differences between themselves and others. n The childminder places an emphasis on children's communication and language

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need to do better?

development. Books are carefully selected to extend children's understanding of words. Visits to the library help to develop their love of reading. Children excitedly join in with singing songs about crocodiles. They hear new vocabulary, such as 'hexagon' and 'nectar', as the childminder explains how bees make honey. This helps children to make good progress with their language skills.

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need to do better?

17 May 2024 n The childminder incorporates digital technology in interesting ways. For example, children use a device where they select flash cards that show a 3D image and facts about an animal. While using the internet, children learn how to keep themselves safe online. For instance, the childminder talks to older children about not disclosing personal information and sharing concerns with trusted adults. n Children learn about how to keep themselves safe and healthy. Meals are nutritious and well balanced, and mealtimes are a social opportunity for conversation. Young children play imaginatively with props, pretending to be doctors and dentists, as they learn about oral hygiene. n Parents understand their children's progress and next steps in learning. They say that their children flourish in all areas, and report that children love their time here. The childminder shares regular photographs and information and provides

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need to do better?

activities, such as growing sunflowers, for families to complete at home. n The childminder networks well with other childminders in the area, sharing ideas and good practice. Furthermore, she has developed effective partnerships with professionals at other settings that children attend. She finds out what children are learning there, and plans this into her curriculum. For instance, she plans activities around the same books and supports children's early writing skills. This continuity helps to further support children's good progress. n The dedicated childminder effectively evaluates the quality of her provision. She successfully identifies her strengths and areas for development. The childminder has completed some training such as safeguarding and paediatric first aid. However, identified opportunities to further her professional development have not yet taken place.

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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 plan activities more precisely to extend children's learning even further n explore further professional development opportunities to help strengthen knowledge and raise the quality of the provision to an even higher level.

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Setting details

Unique reference number 2671485 Local authority Leeds Inspection number 10347137 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 Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in the Methley area of Leeds, West Yorkshire. The childminder operates from 7.45am to 5.45pm, term time only. The childminder works with two part-time assistants. 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 provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their written views of the setting with the inspector.

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Inspection activities

17 May 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

17 May 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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