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 confident, very happy and secure in this setting. They have good attachments with the childminder, who is kind and caring. Children behave well. The childminder has clear expectations and routines, which children follow happily. For instance, children eagerly get the cushions to join in with song time and happily tidy up after activities. They listen to the childminder and each other, take turns, share and play happily together. Children cooperate together when building with blocks, eager to make the 'tallest'. The childminder praises children, such as for their 'good ideas'.

p.2

The provision is good

The childminder knows the children very well. She plans the curriculum around children's interests and what they need to learn next. For instance, when she knows children are interested in planets, she provides creative activities around space and teaches them new vocabulary, such as 'meteoroid' and 'gravity'. The childminder places an emphasis on developing children's communication and social skills. She provides excellent support for children who speak English as an additional language. The childminder uses key words in children's home languages and recognises the importance of giving children thinking time. She teaches other children favourite songs in their friends' home languages. The childminder uses visits in the local community to extend her curriculum further.

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need to do better?

n Children develop a love of books and join in story sessions with interest. They snuggle up close to the childminder, who is a captivating storyteller. The childminder pauses to encourage children to join in and uses effective questions to promote discussions. Children enjoy regular visits to the library with the childminder to choose their favourite books. n The childminder supports children's mathematical development very well. She encourages children to count forwards and backwards, talks about different sizes, and names shapes such as 'semicircle' and 'circle'. Children become extremely confident mathematicians. n Children have lots of opportunities to develop their hand-eye coordination and physical skills. They regularly visit local parks with the childminder to practise a range of different movements, play in the garden and join in with action songs. The childminder encourages children to build with construction resources and

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need to do better?

extends their ideas, such as creating a maze. n Children are very engaged and motivated in their learning. They persevere at tasks and try hard to succeed. For example, children carefully count the toy ducks during a singing session, carefully pointing to each one in turn. n Parents are positive about the service they receive. They comment that the childminder shares lots of information and ideas about their children's learning.

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need to do better?

28 August 2024 Parents say that their children are happy in the setting and are excited to attend. n The childminder understands how to support children with special educational needs and/or disabilities. She uses her observations and assessments to recognise any gaps in children's development. The childminder knows how to seek support from external professionals to help children to catch up in their learning. n Children learn how to keep themselves safe. For instance, the childminder teaches them about road safety and which fruits are safe to pick and eat in the garden. Children understand the importance of not running indoors, such as in the childminder's hallway. n The childminder supports children's independence very well. Children learn to care for themselves, such as washing their hands and using the toilet. The childminder organises resources in the playroom so that children can choose what they would like to play with.

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need to do better?

n The childminder supports children's good health. She makes sure that they have time in the fresh air each day and provides fruit and water for their snack. The childminder works with parents to encourage them to send healthy and nutritious packed lunches for their children. n The childminder attends all statutory training. She has a good support network with other childminders to share information about good practice. However, the childminder does not focus her professional development precisely to extend her knowledge even further, for example around when, and how, to teach children to read and write. n The childminder takes children to groups in the local community. She uses these visits to extend children's social skills and confidence in larger groups. However, the childminder has not yet developed partnerships with other settings children attend, to share information to complement their learning further.

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 share more information with other settings that children attend, to complement children's learning n focus professional development opportunities more precisely to extend knowledge even further.

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Setting details

Unique reference number EY430574 Local authority Leeds Inspection number 10357597 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 11 December 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Leeds. She operates all year round from 8am to 6pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder is registered to work with an assistant. 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 setting. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to and interacted with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder evaluated children's learning with the inspector. n The inspector spoke to the childminder at appropriate times during the inspection. n Parents shared their written views with the inspector. n The childminder provided the inspector with a sample of key documentation.

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Inspection activities

28 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

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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