Nicholls Tracey

Overall effectiveness Requires improvement

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

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The provision requires improvement

The childminder shows care and warmth towards the children in her care. She quickly builds a bond with children and supports their emotional needs. New children settle in well. When children arrive at the childminder's home upset or reserved, they are gently encouraged to take part in activities. The childminder comforts babies by giving them cuddles and reading stories. Children play for short amounts of time with equipment that interests them, such as jigsaws or construction blocks. However, the childminder does not put into place a challenging and ambitious curriculum. Children are not consistently supported by the childminder to develop their ideas or build on what they already know. This is because the childminder has not clearly identified the skills and knowledge that children need to learn next.

p.2

The provision requires improvement

Children develop their listening skills as they follow instructions given by the childminder. For example, they sit and wait at the table for snack time. The childminder reads stories to children using expression in her tone of voice. Children listen attentively. However, children do not receive consistent opportunities to develop their speaking and language skills. This is because the childminder does not hold back-and-forth conversations with children. She does not introduce them to new words. The childminder frequently asks children a series of questions about what they are doing. She does not give children enough time to process their thoughts or answers. This does not fully support children to develop their speaking skills or grow their vocabulary.

p.2

need to do better?

n Generally, children behave well. For example, when a child passes a toy to another child, the childminder praises children for showing lots of kindness. Children respond well to this praise, and this encourages them to make the right behavioural choices in the future. However, the childminder does not set high expectations for children's development. Children sometimes spend long periods of time waiting for resources or the next activity. This does not support children's positive attitudes or high levels of engagement in their learning. n The childminder helps children to develop their physical skills. For example, she ensures younger children have time on their tummy. This helps them to build their body strength. Babies quickly learn to sit up. They laugh as they play with light-up balls, developing their hand-eye coordination. Older children use chalk to begin to form recognisable letters. The childminder plans singing and

p.2

need to do better?

movement sessions. Younger children bob up and down as they try to join in with the actions, gaining a sense of rhythm as they dance. n The childminder does not support children to consistently develop their independence skills. At snack time, the children have few opportunities to do

p.2

need to do better?

16 July 2024 things for themselves. For example, they are not supported by the childminder to pour their own drinks or set out the plates. When tidying up, the childminder does not always encourage children to help to finish the task. n The childminder works effectively with other professionals. This includes local schools or health visitors. This helps to ensure that children, including those with special educational needs and/or disabilities, get the right support when they need it. The childminder shares important information with other settings that children move on to. This helps to provide continuity for children when they move on to the next stage in their education. n Parents and carers talk positively about the childminder. They say that they are pleased with how often the childminder communicates with them. Parents say they are happy that their children's confidence improves when they spend time

p.2

need to do better?

with the childminder. n The childminder frequently takes children on outings. She takes a range of measures to ensure that children are kept safe during trips. For example, the childminder ensures that children hold her hand and she takes photos of the clothes they are wearing. She knows what to do if she is worried about a child and always ensures that she speaks to parents if a child does not attend as planned. These measures help to keep children safe.

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

Due date

put into place an ambitious curriculum with a clear focus on the skills and knowledge that children need to learn. 30/09/2024

p.3

should:

n strengthen knowledge of how to develop children's communication and language skills, and implement this into daily practice n extend the opportunities for children to do things for themselves and develop their independence skills.

p.3

Setting details

Unique reference number 320107 Local authority Leeds Inspection number 10346957 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 12 Number of children on roll 20 Date of previous inspection 3 August 2018

p.4

Information about this early years setting

The childminder registered in 1996 and lives in the Beeston area of Leeds, West Yorkshire. She employs two assistants and operates all year round. The childminder is open from 7am to 5.30pm Monday to Thursday and 7am to 5pm Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds a childminding qualification.

p.4

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the inside and outside spaces used by children and discussed with the inspector the physical measures in place to keep children safe. n The inspector spoke to a parent during the inspection and took account of parents' written views. n The inspector observed the quality of education during activities and assessed the impact on children's learning. n The childminder and inspector jointly evaluated an activity and discussed what could be improved. n The inspector spoke to assistants working for the childminder at the time of the inspection. n The childminder provided the inspector with a sample of key documents, including the recruitment checks made on assistants that work for her.

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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

16 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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