Cliffe, Julie Diane

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

The caring and dedicated childminder is highly responsive to children's needs. For example, she invites children for cuddles when they need emotional support. The childminder recognises when children have lots of energy and need time and space to be physically active. She provides them with opportunities to explore and play outside in her well-resourced and stimulating garden. The childminder does not let the weather deter them and makes sure that children are suitably dressed in their puddle suits. Children delight in being outside. They play well together and enjoy taking turns on the swing. Children scoop and pour with sand in the sand tray. These experiences support children to continue to develop their small- and large- muscle skills.

p.2

The provision is good

The childminder and the children take part in sponsored walks. These help to raise money for a group trip to the seaside. The childminder takes children on the bus into the city centre to take part in a bear hunt based on a familiar story. Children enjoy outings to the museum and to visit the cenotaph and veterans on Remembrance Day. The childminder takes children to the park to climb trees and build dens. She understands the value of these experiences in making sure that children receive what they need to be successful in their future learning. These wonderful opportunities to learn broaden children's knowledge and understanding of the world.

p.2

need to do better?

n The childminder uses guidance on child development to help her to monitor children's progress. She works in partnership with parents and carers to decide what children need to learn next. The childminder identifies any areas that children need further support in for their learning. She puts in place appropriate strategies to help children to close any gaps in their learning. The childminder describes the steps that she would take if she has further concerns that a child may need external support for their learning and development. This supports children to continue to work towards their development goals. n The childminder considers children's interests to plan fun learning experiences that they enjoy. However, on occasion, she sometimes ends activities that children are fully immersed in too soon, in order to begin another one. At times this does not support children to fully benefit from these experiences or help

p.2

need to do better?

them to further extend their concentration skills to the highest levels. n The childminder joins in wholly with children's play. This encourages back-and- forth interactions that promote children's speaking skills. The childminder uses vocabulary that she wants children to learn. For example, she talks to the children about the dinosaur toys that they are using to paint with, and names their spikes, tails and long necks. Children receive regular opportunities to hear

p.2

need to do better?

2 October 2024 stories and sing rhymes and songs. The childminder supports children well to develop their language and speaking skills. n Children learn how to use special safety knives to chop up their fruit at snack time. The childminder provides a small step to the sink. This provides children with the independence to be able to wash their own hands. As a result, children develop the ability to do things for themselves from a young age. n Parents praise the childminder's kind nature. They say that she goes above and beyond to support children and their families. For example, parents report that the childminder has helped their children to learn how to manage their emotions. Parents find out about their children's experiences through a daily diary. The childminder provides a written summary of children's time in her setting and the activities that they have taken part in. She sends home storybooks and flashcards for parents to share with their children at home. This

p.2

need to do better?

helps parents to know how to continue their children's learning at home. n The childminder is taking part in a government-funded training course to refresh and enhance her knowledge of the areas of learning. She describes how the training has helped her to further support children's communication skills. The childminder is motivated to continually develop her provision. This ensures that children continue to receive good levels of care and support for their 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 interests first.

p.3

should:

n review the organisation of activities and experiences, to fully support children to deepen their learning and raise their concentration skills to the highest levels.

p.3

Setting details

Unique reference number EY395085 Local authority Leeds Inspection number 10357592 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 9 Number of children on roll 15 Date of previous inspection 10 December 2018

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Old Farnley, Leeds. She operates all year round, from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with two assistants. She offers government- funded places for childcare for children aged between nine 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 talked to the childminder's assistants at appropriate times during the inspection and took account of their views. n The inspector spoke with the childminder and her assistants about their safeguarding knowledge and responsibilities. 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, her assistants and children. n The inspector carried out a joint observation of a creative activity with the childminder. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on

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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

2 October 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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