Anderson, Laura

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 receive stimulating and varied opportunities to learn and develop under the care of this kind and nurturing childminder. They show that they are settled in her care. Children feel safe and secure, such as when the childminder provides lots of cuddles and reassurance. The childminder gently supports children to learn simple rules and boundaries. This helps children to learn what is expected of them. Children receive lots of opportunities to learn outside of the setting. They enjoy trips to the farm and walks in the local area. The childminder uses these experiences to help to broaden children's knowledge and understanding of the world.

p.2

The provision is good

The childminder gets to know the children in her care very well. She aims to provide regular opportunities to support them to meet their developmental milestones. For example, the childminder provides opportunities for floor and tummy-time activities for young children. This helps babies to learn how to crawl and build their physical strength, before moving on to learning how to walk. Children take part in messy play and fine motor activities to strengthen the muscles in their hands and fingers. They concentrate for long periods as they pick up small hoops to hook onto a pole. Children keep on trying, with encouragement and praise from the childminder. They show their ability to endure when learning new skills, even from a young age.

p.2

need to do better?

n The childminder responds to young children's babbles and gestures. She repeats important words that she wants children to learn back to them, to support their understanding. Children learn to copy key words and phrases. For example, children learn and begin to use the word 'boo' during a game of peekaboo with the childminder. n The childminder plans opportunities for short story-time sessions. This builds children's attention and concentration skills. Children enjoy looking at books with the childminder and show their good listening skills. n The childminder provides a balance of child-led and adult-planned play experiences. Children enjoy and take part in all learning opportunities provided to them. However, on occasion, the childminder plans activities that are too broad, with too many learning intentions. This does not fully support children to make more rapid progress towards their next steps in development.

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need to do better?

n The childminder considers the long-term goals that she wants children to achieve before they start school. She places a strong emphasis on supporting children's independence skills and encourages these from a young age. For instance, the childminder supports toddlers to climb a step to reach the sink to learn how to wash their hands. She offers cutlery to young children during snack

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need to do better?

13 September 2024 times and mealtimes. This helps children to practise feeding themselves from a young age and supports them to grow confidence in their own abilities. n Parents and carers appreciate the regular photos and daily verbal feedback that they receive from the childminder about their children's day. The childminder sends parents regular written updates about children's progress. She shares her aims for children's future learning with parents. This promotes good parent partnerships and ongoing support for children's development. n The childminder maintains her knowledge of safeguarding and child protection. She carries out training on specific areas of safeguarding, such as female genital mutilation. This broadens the childminder's understanding and awareness of the signs and symptoms of abuse and neglect. The childminder shares information with parents about online safety for children. This supports them to keep their

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need to do better?

children safe when using online devices at home. n The childminder reviews her provision by monitoring and ensuring children's ongoing progress. She aims to tailor the programme of activities and experiences for children as required to meet their needs. The childminder takes part in some professional development opportunities. For example, she watches online webinars about children's learning and development. However, these opportunities are not targeted precisely to raise the childminder's already good skills and knowledge to the highest possible levels.

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 strengthen the planning and organisation of activities, to ensure that they are more sharply focused on the skills and knowledge that children need to learn next n ensure that professional development opportunities are targeted and purposeful, to continue to enhance the quality of education to even higher levels.

p.3

Setting details

Unique reference number 2757083 Local authority Leeds Inspection number 10349605 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder was previously registered with a childminder agency between 2018 and 2023. She registered with Ofsted in 2023. The childminder lives in the Middleton area of Leeds. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government funded places for childcare for children aged between 9 months and four years.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. 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 spoke with the childminder about her safeguarding knowledge and responsibilities. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a communication and language activity with the childminder. n Parents shared their views on the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documents on request.

p.5

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

13 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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