Cheesbrough Tracy

Overall effectiveness Good

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

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The provision is good

Children are happy and safe in the care of this kind and nurturing childminder. The childminder offers cuddles and gently soothes children when they need reassurance. This helps children to feel emotionally secure in her care. Children enjoy a balance of adult-supported activities, as well as activities of their own choosing in the childminder's dedicated playroom. They engage well with all experiences and play opportunities. Children focus and concentrate for long periods as they play. They receive praise and encouragement from the childminder for their efforts. This helps children behave well and develop positive attitudes to their learning.

p.2

The provision is good

Children benefit from regular opportunities for outdoor play in the childminder's garden or at the local park. The childminder supports children to develop their physical skills. For example, children practise throwing and catching balls or riding on wheeled toys. They enjoy daily walks to collect their friends from school. These regular opportunities for fresh air and exercise promote children's good health and well-being.

p.2

The provision is good

Children enjoy the responsibility of doing things for themselves. For instance, children take themselves to the toilet and manage their personal needs well. The childminder promotes good hygiene routines. For example, she encourages children to wash their hands after playing outside or using the toilet. Children learn how to feed themselves at mealtimes using cutlery. Consequently, children grow in confidence as they develop their independence.

p.2

need to do better?

n The childminder speaks clearly to children. She repeats new words that she wants them to learn. The childminder uses flashcards and picture books to support children's understanding of new words. She talks about what children are doing and asks questions as they play. This supports children to develop their language and communication skills. n The childminder provides children and their parents and carers with several settling-in sessions when they first begin to attend her setting. These sessions help children and the childminder get to know each other. This supports children to feel settled once they begin to attend for longer sessions. n The childminder knows the skills and knowledge that she wants children to learn. She plans learning activities to support children's language skills and knowledge of numbers. However, the childminder does not consistently consider what children already know and can do. This does not support her to further

p.2

need to do better?

challenge and extend children's learning when they show that they have achieved a learning outcome.

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need to do better?

6 June 2024 n Children learn to be kind and caring towards each other. For example, older children happily share their toys with the younger children. Children listen and respond well to the childminder's instructions. The childminder puts in place strong daily routines and high expectations for children's behaviour. Consequently, their behaviour is good. n Children enjoy regular outings in their local community. For instance, they find out more about nature when the childminder takes them to the local nature reserve. However, children do not receive consistent opportunities to learn more about other faiths and cultures. This does not fully support them to develop their understanding and knowledge of diversity. n Parents report that the childminder provides a warm and welcoming environment. They say that she treats the children in her care like family. Parents say that their children enjoy attending and build good relationships with

p.2

need to do better?

the childminder. They appreciate the opportunities that the childminder provides to support children's health. For example, the childminder helps children to brush their teeth at her setting. This supports children to develop good oral health. n The childminder carries out progress checks on children between the ages of two and three years. This supports her to identify and act on any gaps in children's learning. She works in close partnership with parents and external professionals. This helps to ensure that she gives the right support to children with special educational needs and/or disabilities. n The childminder makes sure that her mandatory training, such as safeguarding and paediatric first-aid training, remains up to date. This supports her to ensure children's ongoing safety and well-being. She has attended training on children's feeding and how to support children with health conditions. This helps her to

p.3

need to do better?

support children with additional health needs.

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 use knowledge of what children already know and can do to provide further challenge for children and extend their learning n strengthen the opportunities for children to learn more about faiths and cultures that are different to their own, to support their understanding of diversity.

p.3

Setting details

Unique reference number 320288 Local authority Leeds Inspection number 10346958 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 13 Date of previous inspection 14 August 2018

p.4

Information about this early years setting

The childminder registered in 1999 and lives in the Swillington area of Leeds, West Yorkshire. She operates all year round except for bank holidays and family holidays. Sessions are from 7am to 9am and from 3.30pm to 5.30pm on Mondays, Thursdays and Fridays, and from 7am until 5.30pm on Tuesdays and Wednesdays. The childminder holds an appropriate childcare qualification at level 3.

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 discussed with the inspector how she organises the early years setting, including her aims and rationale for the curriculum. n The inspector spoke with the childminder about her safeguarding knowledge and responsibilities. n The inspector observed the quality of education being provided, indoors and outdoors, 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 mathematical activity with the childminder. n Parents shared their views on the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documents 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.

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Inspection activities

6 June 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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