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 are happy and settled in the childminder's all inclusive and welcoming home. They build close attachments with the childminder. She is kind, caring and considerate of children's needs. Children show their obvious fondness of her, such as when they cuddle up with her when they feel tired and smile warmly when she praises them. The childminder gets to know children well and plans activities that build on their existing knowledge and embeds this into their play. Children have many opportunities to be physically active. They play in the childminder's well- resourced garden daily. The childminder includes learning experiences that children would not typically get, such as planting vegetables and growing plants.

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The provision is good

The childminder works hard to support children's understanding of the rules and boundaries. She uses her 'now and next' board to help children understand the daily routine. Children follow familiar routines and have plenty of time for rest and sleep after activities and mealtimes. The childminder is a good role model and has high expectations. Children behave very well and have a good understanding of what is expected of them. The childminder supports children to be kind and compassionate to their friends and family pets. She helps children to develop confidence around animals. For example, the childminder teaches children how to gently stroke and speak softly to her dog.

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need to do better?

n The childminder identifies children's next steps in learning. For example, she provides a range of different textures and materials to support children's exploration of the world around them. Younger children learn the skill of filling and pouring coloured rice into containers using spoons and scoops. Other children delight as they feel it between their toes and fingers. However, the childminder is not always clear enough about the skills she wants children to learn. There is not always a distinct plan in place of how children will develop skills over time. n Children show great interest in books and stories. Children excitedly flick through pages, studying the pictures intently. This demonstrates children's developing interest in reading. n The childminder has procedures in place for monitoring children's development. She uses information from parents and additional screening tools to help identify

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need to do better?

any gaps in learning. She attends external appointments with children and their parents, for example, speech and language appointments. This supports those at risk of falling behind and helps to narrow the attainment gaps between different groups of children. n The childminder speaks slowly and clearly, repeating words back to children so that they can hear how to pronounce words correctly. Children enjoy singing

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need to do better?

10 June 2024 their favourite songs with the childminder. This helps to develop children's language skills. However, the childminder does not extend children's language or vocabulary as fully as possible throughout the day. For example, she does not consistently plan to introduce new words, so they make the best possible progress. n The childminder gives children praise and encouragement for children's efforts and positive behaviours. For example, she has set up a 'wow moments' board. The childminder uses this board to display children's achievements, both at home and in her setting. This helps to build children's self-esteem and confidence in their abilities. n The childminder supports children to learn about other religious and cultural celebrations. She encourages children to understand, respect and discuss how we can be similar and different. For example, children play with dolls who use a wheelchair. This promotes discussion and inclusive attitudes.

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need to do better?

n Written comments from parents demonstrate that they are extremely happy with the care and learning that their children receive. They say that the childminder is flexible and understanding and that she is a wonderful childminder who goes above and beyond. n The childminder keeps her knowledge up to date with regular training. For example, she completes numerous online training courses. This supports her professional development and improves her teaching skills. n The childminder is aware that since the COVID-19 pandemic, some children need support to interact with others to help develop their social skills and confidence in different environments. She plans outings to toddler groups, farms and cafes in the community. This helps children to build their confidence to interact with others and to adapt their behaviours to different social situations.

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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 refine and embed the intent of the curriculum to provide even more consistency for children's learning and to support their good development n extend children's language development even further by planning to include a rich and diverse vocabulary throughout the day.

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Setting details

Unique reference number EY412274 Local authority Leeds Inspection number 10347029 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 12 Date of previous inspection 24 August 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Leeds. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds a childcare qualification at level 2. She provides funded early education for two-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 the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 June 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

10 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

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

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