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

Children are happy, safe and settled in this setting. They have good attachments with the childminder and her assistant, who acknowledge and listen to children carefully. The childminder collects information from parents about their children's routines at home and interests. She uses this information to help children to settle quickly into the setting. The childminder shares information with parents about their children's learning.

p.2

The provision is good

The childminder and her assistant know what they want children to learn. They ensure that they plan experiences for children to support these skills. The childminder plans outings to further complement the curriculum and considers children's interests. The childminder and her assistant observe children consistently. They discuss children's development together to ensure that they make good progress. The childminder and her assistant celebrate children's achievements. They are keen to inform parents at the end of the day. Children are engaged and concentrate well during activities. For example, they pretend to have a picnic with toy dinosaurs. Children think carefully about what the dinosaurs will want to eat and drink, listening to each other's ideas.

p.2

The provision is good

The childminder and her assistant have good hygiene procedures in place. They support children to wash their hands regularly. The childminder offers children a healthy snack and lunch. Children behave well and choose what activity they want to take part in. They listen to instructions and happily help to tidy up at the end of activities.

p.2

need to do better?

n The childminder and assistant work effectively together. They evaluate activities and the progress children make together. This means that they can plan a curriculum tailored to children's individual needs. The childminder and her assistant consistently support children to share and take turns with each other. For example, they suggest setting the picnic up in the middle so all children can join in. Children hand out the plates to their friends confidently. n The childminder and her assistant support children's mathematical development as they play. Children competently count the dinosaurs and recognise the different coloured bricks. They excitedly look together for bricks that will fit and use lots of mathematical language. n Children demonstrate confidence and interest in activities. When they pretend to go shopping, the childminder supports them to use a shopping list and look for the items. Children show an interest in the text and use pictures to find the

p.2

need to do better?

items. The childminder and her assistant engage children in communication introducing new words.

p.2

need to do better?

5 September 2024 n Children enjoy exploring paints with their fingers. They mix the colours together, and the assistant gives them time to paint her fingers. Children make prints together on the paper. The childminder gives children time to watch and join the activity when they are confident. She talks about using different media to move children's learning on. n The childminder supports children to wash their hands independently. Children enjoy eating their food at snack times and lunchtimes independently. However, the childminder does not consistently support children's independence. For example, she does not give children the opportunity to have a go at wiping their own noses. n Children have opportunities to use a variety of physical skills. As well as walking to school, they enjoy running, jumping and climbing at a soft-play area. The childminder takes children to the local playgroup, where they can use the

p.2

need to do better?

balance bicycles, scooters and tricycles. She plans how outdoor experiences inform the curriculum, such as walks where children can explore and look for acorns and blackberries. n The childminder supports children's transitions into school effectively. She works in partnership with other settings children attend. However, the childminder does not consistently make links with other professionals to help close any gaps in children's development further. n Parents talk about how well children have settled with the childminder. They receive information showing how well their children are engaged in activities. Parents talk about how their children's learning has progressed. They look forward to doing things at home with their children to support their learning further. n The childminder and assistant communicate with the children well. They use appropriate language during activities. For example, the assistant draws a circle

p.3

need to do better?

with the paint. The children paint a nose and eyes and the assistant uses the words. The children point to their faces. However, at times, the childminder and her assistant do not use effective questions to extend children's communication and language even further. n The childminder has extended her professional development to improve teaching and learning. For example, she observes practice at a messy play session. The childminder discusses with her assistant how this informs children's learning.

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 interest first.

p.3

should:

5 September 2024 n give children more opportunities to further promote their independence, such as by wiping their own noses n engage consistently with other professionals to support children's learning even further n monitor the effectiveness of questioning to support children's communication and language even further.

p.3

Setting details

Unique reference number EY430584 Local authority Leeds Inspection number 10357593 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 12 Number of children on roll 7 Date of previous inspection 10 December 2018

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Pudsey, West Yorkshire. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3 and works with an assistant. She provides funded early education for two-, three- and four-year-old children.

p.5

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 showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder, her assistant and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

5 September 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.

p.5

Inspection activities

5 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7