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 Not applicable

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The provision is good

Children are confident and happy, in the care of this friendly and caring childminder. The childminder provides a home from home environment where children feel safe and secure. She talks and sings with children on their walk back from school. This helps children to develop their language skills. Children are eager to return to their learning when they arrive home. The childminder supports all children to feel included. She supports children with special educational needs and/or disabilities (SEND) very well. All children make good progress and develop the skills they need for the next stage in their learning.

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The provision is good

The childminder provides an environment that supports all areas of learning. Children enjoy spending a large amount of time in the garden. They move freely from inside to outside. Children learn to take turns and be considerate of others. The childminder supports children to wait their turn and offers them an alternative activity while they wait. Children say to their friends, 'It's your turn now' as they share the resources. The childminder helps children to have a positive attitude to their learning. She encourages children to keep on trying, even when tasks become difficult. The childminder is patient and reassuring. Children ask for help when needed. Their behaviour and attitude to learning is very positive.

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need to do better?

n The childminder plans a curriculum that engages children in purposeful activities. She has a clear understanding of what children in her care need to learn. The childminder plans activities using children's interests and considers their individual next steps. She plans a wide range of outings and visits to broaden children's experiences. Children are focused and engaged in their play. n Children are confident talkers. The childminder supports communication and language development very well. She models the correct language and asks questions to encourage children to talk about what they are doing. The childminder repeats back the words using the correct pronunciation. She plans activities for children to use the language they have heard. For example, children take delight in exploring an activity with porridge following the story of 'Goldilocks and the Three Bears'. This supports children to practise and use the

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need to do better?

language of the story. n The childminder models mathematical language extremely well. She expertly incorporates mathematics into children's play. For example, she uses the language of size, shape, quantity, and number during planned activities. Children become confident in using the language as they compare the bears from the story. n Children access books freely. The childminder reads a range of stories to children and asks questions to check their understanding. Children enjoy the

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need to do better?

3 September 2024 opportunities to retell the story and use key words. Children enjoy moving to music and learning to play different instruments. Children sing to themselves as they play. They develop a love of stories, songs and rhymes. n The childminder provides activities to support children's learning and development. However, on occasions the childminder does not always take the opportunity to extend their learning and curiosity to an even higher level. For example, when children ask what type of dinosaur they have, she does not help them find out the names of the dinosaurs. This means children may not make as much progress as they could. n The childminder promotes the health and hygiene of children. She teaches children to wash their hands after using the toilet and before eating. The childminder encourages children to develop their independence skills. Children learn to manage their own clothing. She is sensitive to their needs as they begin

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need to do better?

toilet training. Children become confident and independent in managing their own needs. n Children thrive in a safe environment. The childminder undertakes suitable risk assessments. She teaches children the rules to keep themselves safe. For example, children learn to hold the guiding strap when walking near the road. They learn that only one person at a time can go on the equipment in the garden. Children learn to follow the rules to keep themselves safe. n Parents are extremely happy with the care their children receive. The childminder builds positive relationships with children and families. She offers support and guidance to parents to help support the children in her care.

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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.

p.3

should:

n plan further ways to support children's curiosity and learning to an even higher level.

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Setting details

Unique reference number 2758637 Local authority Leeds Inspection number 10362466 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 10 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019, initially with a Childminding Agency before registering with Ofsted in 2023. She lives in Leeds. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three-and four- year-old children. She works with an assistant.

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Inspection activities

n This was the first routine inspection the provider 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 showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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.

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Inspection activities

n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the childminder with the inspector. 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

3 September 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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