Binks, Sarah Jane

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 are happy and enjoy being in the childminder's care. She is enthusiastic in her interactions with them and makes their learning fun. They confidently talk about their friends and share their play and learning with visitors. Children benefit from a carefully planned curriculum designed to help them build cumulative knowledge over time. They lead their play, choosing from a wide range of high quality, easily accessible resources. They are encouraged to share ideas and make decisions about their learning. Time in the setting is balanced well with a broad range of outdoor learning. Children gain a good understanding of their community and the natural world.

p.2

The provision is good

Children demonstrate a love of books and familiar rhymes. They sing along to 'Old MacDonald's Farm' and delight in listening to stories they have chosen, such as 'Hairy Maclary'. Children develop strong social skills that help prepare them for the larger environment of school. They learn to share, take turns, and resolve their differences cordially. Children have high levels of self-esteem and confidence because the childminder praises them, gives them encouragement, and recognises their achievements.

p.2

The provision is good

Children behave well. They receive clear guidance from the childminder, which helps them to understand simple rules and boundaries. During trips off the premises, children learn to risk assess for themselves, so they are beginning to understand how to keep themselves safe.

p.2

need to do better?

n The childminder accesses training to improve her knowledge and skills. For example, recent training has improved her understanding that children learn in different ways. As a result, she provides more learning in the outdoors where children have freedom to explore. She has found that they engage with their learning better. The childminder also links with other childminders to share good practice, training, and ideas n The childminder finds out children's individual development needs when they start in her care. She supports their learning using a broad range of carefully chosen resources and well-planned activities that consider their interests and next steps. For instance, the childminder encourages children to solve problems when building towers. They think about whether a large cup will stack on top of a small one. They are confident to test their theories, such as whether blocks will balance on top of cups. They are thrilled when their ideas work.

p.2

need to do better?

n The childminder promotes mathematics well throughout children's play. They use language related to size, such as 'tall' and 'massive'. Children compare the different sizes of similar objects. They identify shapes in their play and look at

p.2

need to do better?

5 July 2024 numbers in a range of contexts. The childminder challenges them, such as showing them how to count backwards. n Children demonstrate secure communicate and language skills and are starting to build their vocabulary. The childminder models language, such as 'big cow', 'medium sheep' and 'little squirrel'. She encourages children to repeat words clearly. The childminder addresses children to ensure she has their attention when she asks age-appropriate questions. These prompt discussion. For example, children talk about a recent trip to a farm and explain they saw a mummy pig feeding piglets. n The childminder frequently shares books with children to promote early literacy and language. They demonstrate good attention and listening skills appropriate to their age. Throughout the book, the childminder pauses so that children can talk about what they see in the pictures. However, the childminder does not fully

p.2

need to do better?

support children to recall and consolidate their learning. For example, she does not help them make the connection between the characters in the story and their visit to the farm. n The childminder has successful partnerships with parents and other settings children attend. This promotes continuity in children's learning and supports them through smooth transitions. The childminder's regular communication and sharing of assessments ensure swift action is taken to make sure any children who might not be meeting their expected targets soon catch up. n The childminder promotes children's hygiene and health. She teaches them the importance of good personal hygiene routines, such as cleaning their hands and covering their mouth when they cough or sneeze. However, the childminder often completes self-care tasks for children rather than encouraging them to do them themselves. This does not fully support children to become independent

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 support children more effectively to recall and consolidate their learning so that they continually embed and build on their knowledge and skills and make the best possible progress n help children to become more independent in personal care routines to fully prepare them for the move to school.

p.3

Setting details

Unique reference number EY548909 Local authority Leeds Inspection number 10357142 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 16 Date of previous inspection 20 June 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Morley, Leeds. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for three-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation. n The childminder and the inspector completed a learning walk together. They discussed how the childminder organised different aspects of learning. n The inspector spoke to children about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector observed the childminder's practice and held discussions with her about the evaluation of her practice and her ongoing professional development.

p.4

Inspection activities

5 July 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

5 July 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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