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 are happy and settled in the childminder's well-resourced and homely environment. They know what it is they want to play with and have the confidence to access the resources they need. The bond between the childminder and children is evident. The childminder recognises individual children's needs and responds promptly. For example, when children show they need a cuddle, she automatically wraps them in her arms and snuggles them closely to her. This helps children to feel safe and secure. Children delight in the space and freedom to move in the childminder's garden. They confidently manoeuvre themselves across different levels and surfaces. The childminder encourages children to design their own games. Children run across the space, working out for themselves whose turn it is to lead this play. This helps to develop children's self-esteem and sense of being valued as they recognise their role is significant to the play continuing.

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The provision is good

Children become fully absorbed in activities the childminder provides. For example, children concentrate intently as they carefully pour water down guttering. The childminder encourages children to refill their watering cans. She twists her hand to show children how to turn on the water tap. The look of pride on children's faces as the water flows is a pleasure to see. Children behave very well. They are polite and courteous to each other and to adults. Children willingly share resources and are happy to wait their turn. They show high levels of respect for the childminder's home. Children readily tidy away resources, making sure that everything goes into the correct place.

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need to do better?

n The childminder takes her role, and the responsibility she has for furthering children's development, very seriously. She continually reflects on children's progress. The childminder is very well organised and meticulously plans activities to enable children to develop the skills and abilities they need to best support their future learning. n The childminder knows to use children's interests to further develop their concentration and motivation to learn. For example, she takes children's fascination with insects to teach children about the life cycle of the butterfly. The childminder encourages children to look at books and to talk about the different stages of development. This supports children's understanding of using books to support their own learning. n Supporting children's communication and language skills is a high priority for the childminder. She knows to talk slowly to children, to pronounce her words clearly

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need to do better?

and to give children time to respond. The childminder ensures that children understand the meaning of words. For example, children say their wet sand is 'squishy'. The childminder explains this means the sand is 'soft' and can be made

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need to do better?

30 August 2024 into different shapes. n The childminder teaches children to keep themselves healthy and to develop their self-care skills. She reminds children to wash their hands after being outside and before they eat. They talk together about rubbing soap into wet hands to clean away the dirt. The childminder furthers children's independence skills, such as she teaches children to put their shoes on the correct feet. n The childminder uses a nearby woodland area to further children's knowledge of the natural world. For example, they discuss how the wind has blown down some branches from trees. Alongside this, the childminder uses these walks to enhance children's memory recall. She encourages children to remember what they heard on their recent listening walk. n Support for children with special educational needs and/or disabilities is a key feature of the childminder's practice. She works closely with parents and other

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need to do better?

professionals to ensure that children and their families get the individualised support they need. n Parents are very complimentary about the service the childminder provides. They appreciate the daily discussions with the childminder as they collect their children. Parents praise the childminder for her dedication to their children's development, in particular teaching their children to share and build relationships. n Children have many opportunities to explore the local community. They visit the local shops to choose what it is they need and pay for their own purchases. Children develop confidence and self-esteem, such as they meet with other childminders and children, to learn to build relationships with a variety of other people. n The childminder knows to bring mathematical language into children's play. For example, she explains watering cans are very light when they are empty and heavy when full of water. The childminder is adept in using adult-led activities to

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need to do better?

bring numbers and counting into children's play. However, she does not bring numbers and counting into daily routines and spontaneous activities, to take children's number and counting skills to an even higher level.

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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 use everyday routines and activities to take children's understanding of numbers and counting to an even higher level.

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Setting details

Unique reference number EY538252 Local authority Leeds Inspection number 10357582 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 4 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Leeds. She operates all year round, from 7.30am until 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She 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 A joint observation of an activity was carried out with the childminder. n The inspector assessed the impact that activities have on children's learning and development. n The inspector spoke to the childminder and children during the inspection. n The written views and opinions of parents were taken into account during the inspection.

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Inspection activities

30 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

30 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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