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 have a positive attitude to their play and learning. They enjoy their time immensely at this welcoming setting. The childminder and her assistant provide good opportunities for children to learn about early science. Children scoop, pour, brush and squirt warm water onto the large blocks to try to melt the ice. They show their early small-muscle and hand-to-eye coordination skills. Some children decide to use tools to break the ice and say, 'I've cracked it.' They show their understanding of temperature. For example, children decide to take the ice outside because the sun is shining. Children learn about changing texture, such as solid to liquid.

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The provision is good

The childminder encourages children to see the difference in wet and dry sand. For example, children sprinkle dry sand through their hands. They observe how water affects the texture of sand and how they can build objects of their choice. Children show how they can use their imagination. For instance, they shape sand into ice cream and place this on the top of a cone for their friends.

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The provision is good

The childminder and her assistant place a strong focus on children's independence, social interaction and well-being. Children learn to take turns with resources and cooperate with each other. They learn the skills they will need to manage their own feelings, such as patience and perseverance. Children behave very well.

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need to do better?

n The childminder and her assistant constantly comment on what children are interested in or doing. They provide words in context to add new vocabulary to children's language. For example, as children prepare for their healthy snack, the childminder says that she will provide a 'platter' of oranges. Children have the vocabulary to describe their creations, discuss their ideas and engage in imaginative play scenarios. n The childminder invites staff from the local nursery to visit children at the setting to help establish those early relationships. She also recommends to parents early enrolment into nursery school for children who appear reserved in their interaction with others. The childminder considers children's emotional security very well. She helps children to build their confidence in preparation for their future education. n Older children show their confidence as they stand to sing a song alone. The

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need to do better?

childminder praises the child's efforts, and their friends clap their hands to show their appreciation. Older children suggest which songs they will sing next, and all children move their body in a range of ways. Children show how they can listen, follow instruction and understand words. For example, children shout 'yes' to the childminder's suggestion of 'free style' and they dance any way they choose.

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need to do better?

4 July 2024 n The childminder and her assistant are currently completing The Early Years Professional Development Programme. They have changed the way they interact with children because of this course. For example, the childminder and her assistant now use four comments to one question when speaking with children. The childminder and her assistant consider their professional knowledge to benefit children's learning further. n Children have lots of opportunity to play outdoors and meet up with others. The childminder and her assistant take children to soft-play centres where they can test their physical skills further. Children visit playgroups, National Trust sites, wildlife parks and the beach. The childminder and her assistant plan each outing to enhance children's individual needs and interests. n The childminder provides a comprehensive progress check for children aged two years to parents. She completes an assessment for teachers when the time

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need to do better?

comes for children to move on to school. This gives details of children's development, tips for teachers to help children to settle and any concerns about a child's well-being. However, the childminder does not always establish relationships with all the local schools that children attend, to enhance continuity of learning further. n The childminder and her assistant celebrate some events that are special to the children that attend. However, the curriculum is not yet broad enough to teach children about a range of cultures and religions different to their own. n Children's learning is built sequentially. For example, young children pull themselves to standing using furniture. They move on to use resources with wheels to support their early walking skills and develop their leg muscles. The curriculum is planned to ensure that children transfer physical skills learned in one context to another one.

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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 establish relationships with all the local schools that children attend, to support continuity of learning further n consider ways to enhance children's understanding of cultures and religions different to their own.

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Setting details

Unique reference number EY542429 Local authority Leeds Inspection number 10354205 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 12 Number of children on roll 21 Date of previous inspection 24 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Great Preston, Leeds. She operates all year round from 6am to 7pm, Monday to Friday, except for family holidays, bank holidays and two weeks at Christmas. The childminder works with an assistant. She holds a childcare qualification at level 3. 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector during the inspection. 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 childminder and her assistant with the inspector.

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Inspection activities

4 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

4 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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