Webster, Ann Katharine

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

p.1

The provision is good

The childminder provides a welcoming, home-from-home setting for children. She ensures relationships with children and their families are secure. Children show their affection towards the childminder with smiles and chatter as they include her in their play. Children behave well and demonstrate a genuine warmth with each other. Children of differing ages enjoy each other's company. For example, they role play being a teacher and ask each other questions. Older children encourage and support younger children to count and name colours. They offer lots of praise, which they have observed the childminder model.

p.2

The provision is good

The childminder ensures children have a strong sense of belonging in her home. They know where to put their coats and shoes on arrival and self-select resources. The childminder understands how children learn and she plans activities which support their interests. She sequences her curriculum through a mix of adult-led and child-initiated activities. This helps ensure children make good progress and meet age-related expectations.

p.2

The provision is good

The childminder provides good opportunities for children to learn about their local and wider communities. They visit museums, parks, experience public transport and meet with other childminders and children. This wealth of opportunities helps children to build on what they know and can do in preparation for future learning. Children thrive in the care of the childminder.

p.2

need to do better?

n The childminder has clear intentions for children's learning. She uses regular observations to assess children's development, identify any gaps and plan the next steps in their learning. The childminder and children recall past experiences as they play. The childminder uses photos of children to support these conversations and to share children's experiences with parents. n The childminder places a good emphasis on fostering children's communication and language skills. She spends a lot of time speaking to children and having interesting conversations with them. For example, children talk about their holidays, and the childminder supports them to recall new language such as 'submarine'. Furthermore, the childminder offers children explanations when they confuse the meaning of words. This helps children develop a good understanding of the language they use. Children are confident to speak in a group and share their thoughts and ideas.

p.2

need to do better?

n Children gain an awareness of what contributes to a healthy lifestyle. The childminder helps them to understand about healthy food options and to form good hygiene habits. For example, they wash their hands after playing outdoors and after toileting. Children learn to manage their own coats and shoes. The

p.2

need to do better?

7 August 2024 childminder supports children's developing independence well. n The childminder interacts well with children as they play. However, she occasionally misses opportunities to fully extend children's learning to the very highest level, for instance when they use numbers and count or when they are considering how to solve a problem for themselves. n The childminder understands the need to give children time to express their own ideas and become deeply engaged in activities. For example, children search for shells hidden in sand. Older children skilfully use tweezers, and younger children search with their fingers. They develop the activity by adding small diggers and trucks to move the sand about. Children develop confidence in their own abilities. n The childminder reflects on her knowledge and how to update it. She keeps abreast of training courses and completes these to expand her knowledge and

p.2

need to do better?

skills. The childminder links with other childminders to share ideas. She puts her new knowledge into practice and provides a wide range of experiences for children. For example, when children show they find travelling on a train a worrying experience, the childminder takes them to a miniature railway to support their understanding and alleviate any fears. n The childminder has good partnerships with parents. They report that she adapts her service to the needs of children and their families. As a result, families choose to send their children to her for a number of years. Parents say that their children have made good progress in their learning. They comment on how happy their children are to attend and the excellent care the childminder takes of them.

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 extend even further the challenge provided for children to maximise their learning to the highest level.

p.3

Setting details

Unique reference number 2756851 Local authority Leeds Inspection number 10349448 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 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder previously registered with a childminder agency between 2022 and 2023. They registered with Ofsted in 2023 and live in the Morley area of Leeds. They operate all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. 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 talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to the childminder and children at appropriate times during the inspection. n The inspector took account of written statements provided by the parents. 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 The inspector looked at relevant documentation.

p.4

Inspection activities

7 August 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

7 August 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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