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

p.1

The provision is good

The childminder provides a welcoming environment for children. They are eager to enter, and they quickly become absorbed in their play. The childminder sets clear boundaries for the expectations of children's behaviour. For instance, the childminder and children go over the setting's rules each day, including talking about using 'kind hands', 'kind feet', 'kind words'. Children make good progress. The childminder is clear in what she wants children to learn while at her setting. She is focused on ensuring that all children are prepared for the move to nursery or school. For example, there is a strong emphasis on children's speech and language. The childminder uses props to enhance children's learning. For example, she introduces the word 'snorkel'. Children use a real snorkel to look at pictures of turtles and fish to bring words to life.

p.2

The provision is good

The childminder has an effective gradual settling-in process. This allows children and their families to get to know the childminder before children start. This helps children to develop affectionate bonds with the childminder and supports their emotional well-being. Children become increasingly independent with their personal care. For example, the youngest children try to put on their own shoes ready for outdoor play. Older children independently wash their hands ready for their snack.

p.2

need to do better?

n Children enthusiastically engage in activities that interest them. For example, they delight in trying to catch toy fish with the toy fishing rods. When children find the activity difficult, the childminder talks to children about 'perseverance'. Children then use this new word during their play. This helps to increase the number of words that children know and understand. n The childminder promotes children's early mark-making skills. For instance, children use spades to make marks in sand and eagerly use the chalks on the paving slabs. This helps children to express themselves creatively and promotes fine motor skills in preparation for writing. n Group activities are planned that the childminder knows children will enjoy. However, the childminder does not always plan group activities effectively to meet the needs of all children. For instance, children sit and discuss what items would be needed for a beach holiday and what animals could be found in the

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need to do better?

sea. The activity is further extended by reading a story about a fish and singing some songs. Nonetheless, the extended activities are too long for the youngest children to remain engaged, and they quickly lose interest. n The childminder knows what she wants children to learn. However, at times, the childminder does not sequence learning that builds on what children already know and can do effectively. For example, the childminder wants children to learn colours. Older children can already name the colours on offer, while the

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need to do better?

28 August 2024 youngest children do not yet understand colours. This means that the planned learning does not always take account of their current stage of development. n Essential mandatory training is completed, such as child protection and paediatric first-aid training. This supports the childminder to keep children in her care safe and well. However, the childminder does not consistently target professional development that focuses on the expansion of her teaching skills to more precisely meet the needs of all children. n The childminder takes children on outings each day. This includes attending playgroups and exploring the local environment. This helps children to socialise with other children and learn about people and communities that may be different to their own. The childminder reminds children of the expected behaviour before going on outings. For instance, she teaches children how to stay safe when out and about in the community. The childminder and children

p.2

need to do better?

discuss how to keep safe near roads and the importance of staying close to protect them from harm. n Partnerships with parents are good. Parents report that their children are always excited to attend and talk about the activities they have done with the childminder. They feel that they are kept updated on children's development and that the special bond that they have with the childminder feels more 'like family.'

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 review the length of time of group activities to ensure that they are appropriate and support the engagement of all age groups of children n consider the developmental stages of all children when planning activities so that they consistently build on what all children know and can do n engage in targeted professional development to help build on existing knowledge and teaching skills to drive practice to a higher level.

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Setting details

Unique reference number EY537413 Local authority Leeds Inspection number 10351619 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 5 Date of previous inspection 1 October 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in the Kirkstall area of Leeds. She operates all year round, from 8am to 5pm, Monday to Friday, except bank holidays and family holidays. 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 her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views of the childminder's setting with the inspector.

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Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

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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

28 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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