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 settled and are happy in the childminder's welcoming home. The childminder focuses on getting to know children before they start with her. She offers a curriculum that considers what children already know and builds on this knowledge. Children are confident in choosing their own activities and following their own play. The childminder prioritises developing warm and caring relationships with the children, so they are happy in her care. Children relate well to the childminder and show confidence to interact with unfamiliar people. They show they have secure bonds and enjoy her company.

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The provision is good

Children's early mathematical understanding is supported effectively. For instance, the childminder encourages children to count acorns they have picked on a walk. She uses sticks they have collected to create a grid to help sort the acorns. The childminder provides children with a wide range of opportunities to develop their early writing skills. She is passionate about encouraging children to develop their interest in literacy and introduces them to a wide vocabulary. Children confidently recall the story of 'The Three Billy Goats Gruff'. They confidently join in with familiar songs and rhymes and proudly join in with all the actions.

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The provision is good

The childminder's familiar routines and activities help very young children know what happens next. She has high expectations of children's behaviour. There is consistent praise for children's successes, and this helps encourage them to persevere when things are hard to do. This supports children to gain a sense of belonging and develop self-confidence and resilience.

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need to do better?

n The childminder provides children with a high-quality, well-designed curriculum. There is a clear intent for learning. She uses her knowledge of the children to plan engaging activities that are based on current interests and their next stages of learning. The childminder wants all children to engage in the planned activities and encourages them to join in. However, at times, this does not allow children sufficient time to fully explore and lead their own learning. n The childminder supports children's good health and well-being. Children enjoy a varied nutritious menu that includes lots of fruit and vegetables. Children learn to sit at the table and eat snacks independently. The childminder supervises children well at mealtimes. Children receive care tailored to their individual needs to ensure their physical and emotional well-being. The childminder changes nappies promptly to avoid toddlers' discomfort, and she helps children

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need to do better?

to become independent in their toileting, ensuring privacy. She identifies and responds sensitively to signs of hunger and tiredness. n The childminder places a strong focus on extending children's communication

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need to do better?

6 September 2024 and language skills. She models language well and gives children time to listen and respond to questions. She builds on children's vocabulary by introducing new words and plans for children to practise these in their play. n Children understand their place in the world and learn to appreciate other cultures. They learn about a variety of festivals. For example, they cook foods that are eaten at different celebrations and festivals and use books to understand key events from other countries. They learn about the diversity of people, which prepares them for life in modern Britain. n Partnerships with parents are very effective. The childminder works closely with parents to meet children's needs. Parents are well informed about their child's learning and care through daily feedback. She gains regular feedback from parents to help her to monitor the effectiveness of her provision. n Children's behaviour is appropriate to their stage of development. The

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need to do better?

childminder talks to the children about how they are feeling to support them to deal with their emotions. The childminder makes good use of praise to recognise acts of kindness. She is clear and consistent with her behaviour management. n The childminder regularly updates her knowledge and skills. She completes training that extends her knowledge of changes to childminding that links to good practice. The childminder networks with local childminders and enjoys visits to local parks and green spaces. Recently, she has taken the children to see some goats, which is linked to their current interest in 'The Three Billy Goats Gruff' story. n Communication with other settings that the children attend is good. The childminder shares information about children's progress before they start at the local pre-school and school.

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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 allow children sufficient opportunities to make choices and provide them with more time to explore and lead their own learning.

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Setting details

Unique reference number EY539473 Local authority Leeds Inspection number 10351292 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 12 Number of children on roll 5 Date of previous inspection 22 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in the Horsforth area of Leeds. She operates term-time only, from 7.30am to 6pm, Monday to Friday. She provides occasional holiday cover. The childminder works with an assistant.

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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 inspector discussed the planned curriculum with the childminder and observed how she implements the educational programmes. n The inspector observed interactions between the childminder and the children and spoke with her at appropriate times during the inspection. n The inspector looked at relevant documentation and discussed how the childminder safeguards children's welfare. n The inspector read feedback sheets completed by parents and took account of their views.

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Inspection activities

6 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.

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Inspection activities

6 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

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