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

The childminder has created a warm and welcoming environment. Children feel safe and demonstrate a strong sense of belonging. They develop close bonds with the childminder and other children in the setting, showing care and affection for each other. For example, when one child leaves for the day, they offer hugs to the others. The childminder gently supports children to resolve conflict by suggesting possible solutions. Children practise turn-taking through planned activities, such as group games and baking activities. This helps them be aware of behavioural expectations, and overall, children behave well.

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The provision is good

Children are extremely confident. They warmly introduce themselves to the inspector. Children display positive attitudes to learning, busying themselves in the well-resourced environment where they can freely flow from the indoor playroom to the equipped and stimulating outdoor area.

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The provision is good

Children explore the world around them with curiosity as they plant seeds to grow cucumbers, carrots and peas, and as they create habitats for snails in the garden. The childminder involves children in their own learning and asks for their input on what they would like to do each day. This helps them to be highly motivated to learn and keen to explore. Consequently, all children make good progress from their starting points.

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need to do better?

n The childminder provides a broad range of experiences to help enhance children's learning. She gives children time to explore and expand on their interests, in a slower-paced environment where they take time to appreciate the world around them. Outings involve trips to the library, walks to feed the ducks and visits to playgroups where children experience socialising in larger groups ahead of their next stage of education. n Children make good progress with their communication and language skills. The childminder values the importance of conversation with children. Singing and reading are a curriculum priority. While out on walks, the childminder narrates their journey, encouraging children to talk about the tractors and trains that they see. Children hear a variety of words, which helps to develop their vocabulary. n Children learn how to stay safe and healthy. They are taught about oral hygiene and road safety while on walks in the community. The childminder shares

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need to do better?

information with parents about online safety. This helps to ensure that children are kept safe in the setting and at home and helps to further strengthen parent partnerships. n The childminder encourages children to be independent. Children become increasingly confident in managing their own self-care needs. For example, they

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need to do better?

20 August 2024 learn to use the toilet and wash their hands. They take charge of putting on their own shoes and preparing fruit for snack time. This gives them the skills and confidence they need ahead of tackling new challenges when moving on to school. n Children experience a variety of opportunities to develop their physical skills. Planned activities are well sequenced. For example, children build with large construction blocks before moving on to smaller ones when they have mastered precision and strength. Furthermore, children make marks and develop their pencil grip. They use equipment, such as pipettes, to scoop water and strengthen their small-muscle skills. n The childminder plans learning experiences that excite children of all ages. For instance, children maintain focus as they mix coloured water to make potions. They confidently tell the inspector how they create orange and blue potions. While children are keen to explore and show fascination, on occasions, the

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need to do better?

childminder does not consider how her questioning can further promote children's ability to solve problems and think critically. n Parents warmly praise the childminder who they describe as approachable, professional and caring. They receive feedback about children's development and are given strategies on how they can support their children at home, for example, with guidance on early reading and toilet training. They say that their children make good progress and appreciate the varied opportunities, such as trips, baking and crafting activities, which complement this. n The childminder completes professional development opportunities, such as first- aid and safeguarding training. However, she does not yet consistently reflect on her practice as part of her self-evaluation processes. This means that while she successfully identifies her strengths, areas for improvement in the setting are not sharply focused to raise standards even further.

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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 develop questioning techniques to enhance children's critical thinking and problem-solving skills effectively n strengthen the use of self-evaluation and reflection to identify further improvements and professional development opportunities to raise standards even further.

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Setting details

Unique reference number EY371756 Local authority Leeds Inspection number 10351227 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 7 Date of previous inspection 17 October 2018

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Information about this early years setting

The childminder registered in 2008 and lives in Wetherby, Leeds. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate 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 provider and has taken that into account in their evaluation of the provider. 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 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 views of the setting with the inspector. n The inspector carried out a joint observation of a group activity with the childminder.

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Inspection activities

20 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

20 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

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