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 show that they enjoy attending the kind childminder's safe and stimulating home. They show high levels of enthusiasm and enjoyment as they join in fully with all opportunities to play and learn. Children behave very well and follow daily routines. For example, they cooperate well with personal care routines, such as cleaning their hands before snack time.

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The provision is good

Children show how they are developing their ability to keep on trying when learning new skills. For instance, they practise throwing and catching large and small balls for long periods of time. The childminder gives children time and encouragement to keep practising. She shows children how to hold their hands together to help them to learn how to catch a ball. Children laugh and squeal with delight as they play with the balls. They persevere and do not let it deter them when the ball falls to the ground. Children develop their resilience to keep on trying even when tasks are difficult.

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The provision is good

Children enjoy opportunities to practise their mark-making skills. The childminder shows children how to draw different shapes and lines. Children copy these, making marks and practising their drawing skills. This helps to build children's small-muscle skills. These opportunities support children to be ready to learn how to hold a pencil and write when they move on to school.

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need to do better?

n The childminder asks parents and carers to complete an 'All About Me' form about their children. This supports the childminder to find out about children's starting points, likes, interests and daily routines. She makes her own observations of the skills and knowledge that children are displaying. The childminder uses these assessments to decide what she wants children to learn next. She considers how she will address any gaps in their development. This helps her to put into place appropriate activities and experiences to support children's ongoing progress. n The childminder talks to children and narrates their play. She reads books with children and supports them to learn nursery rhymes and action songs. Children show that they are developing their communication skills. However, the childminder does not consistently encourage back-and-forth interactions with children. She does not always join in with children's imaginary play. This does

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need to do better?

not support the childminder to further promote children's speaking and listening skills to even higher levels. n The childminder takes children on outings to local playgroups. These help to promote children's social skills and support them to build relationships with others. The childminder takes children on trips to the park to observe the

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need to do better?

11 September 2024 changes in the seasons and nature. She provides opportunities for children to find out more about each other's faiths and cultures. This supports children to learn more about the world around them. n Children sustain high levels of engagement as they take part in activities that are planned by the childminder or of their own choosing. They develop positive attitudes to learning and concentrate for long periods of time as they play. However, the childminder does not consistently support children to do more for themselves. For example, children drink from sports bottles rather than learning how to use an open-top cup during snack and mealtimes. The childminder does not always consider how to support children to help them to prepare and serve their own snacks. This does not fully support children's independence skills. n The childminder communicates well with parents. This ensures that parents keep

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need to do better?

up to date with what their children are doing and learning in the setting. Parents report that this supports them to understand how they can continue children's learning at home. They speak highly of the childminder and the ways in which she supports children to grow in confidence. n The childminder reviews her own and the practice of her assistants. She discusses how best to support children's learning and progress with her assistants. However, the childminder does not carry out further evaluations of her practice to identify ways to continue to enhance her provision. This does not help her to consider professional development opportunities to raise her skills and knowledge to even higher levels.

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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 extend the strategies used to develop children's speaking and listening skills to further promote their development in communication and language n strengthen the opportunities for children to develop their independence during daily routines n consider ways to extend evaluation methods to identify opportunities for professional development and further enhance practice to even higher levels.

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Setting details

Unique reference number EY301073 Local authority Leeds Inspection number 10357578 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 16 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered in 2005 and lives in Bramley, Leeds. She operates all year round, from 7.30am to 6pm, Monday to Thursday, and from 7.30am to 3.30pm on Fridays. except for bank holidays and family holidays. The childminder occasionally works with assistants. She provides funded early education.

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Inspection activities

n The childminder discussed with the inspector how she organises the early years setting, including her aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of a literacy activity with the childminder. n The parents shared their views on the childminder's setting with the inspector. n The inspector spoke with the childminder about their safeguarding knowledge and responsibilities. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

11 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

11 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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