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 become enthusiastic learners at this home-from-home setting. The childminder provides children with stimulating resources that spark their imaginations. As a result, children become engrossed in their play. The childminder promotes conversation from children. She supports them to extend and continue their imaginary play. For example, children pretend to be a vet and look after the toy animals. These fun learning experiences support children to feel happy and settled.

p.2

The provision is good

The childminder outlines the long-term goals that she wants children to achieve to be ready for the next stage in their education. She plans suitable activities to support children to work towards these goals. The childminder adapts learning experiences to support the different stages of children's development. For example, she uses balloons to help children to learn how to throw and catch before they move on to practising with a ball. These opportunities ensure that children continue to work towards their next steps in learning.

p.2

The provision is good

The childminder gives consistent messages to children about her expectations and the rules that she wants them to follow. For instance, children learn to help put the toys away at tidy-up time. The childminder gives children lots of praise for their efforts. This supports their confidence and self-esteem.

p.2

need to do better?

n The childminder promotes a focus on stories with repeated words and phrases, such as 'We're Going on a Bear Hunt'. Children request to hear these stories and join in with the phrases from the book, such as 'thick, oozy mud'. This helps to increase children's range of vocabulary. Children show good listening and attention skills. They concentrate well as they listen to stories. Consequently, children learn to develop a love of books and reading. n Children are excited to play and show positive attitudes to their learning. However, sometimes, the childminder does not provide opportunities for children to do more for themselves or develop their ability to solve problems. This does not support children to further build on their thinking skills or develop the ability to keep on trying when tasks are difficult. n The childminder asks parents and carers to fill in a form about children's starting points in development and what they can already do. She carries out termly

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need to do better?

assessments to monitor children's development. The childminder uses this information to ensure that children continue to make progress and to plan their next steps in learning. n The childminder explains how she uses any additional funding to provide resources to meet children's needs. She puts in place appropriate strategies to

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need to do better?

18 October 2024 support children to close any gaps in their learning. The childminder describes the action that she will take if further support is needed for children's development. n The childminder demonstrates good manners to children. Children say 'please' and 'thank you' back to her. They develop the ability to be respectful towards others. The childminder uses phrases, such as 'kind hands' and 'sharing is caring', to explain how she expects children to behave towards each other. This helps children to grow their sense of right and wrong. n The childminder provides regular opportunities for children to be physically active. She promotes children's oral health through play activities and discussions with parents. The childminder provides healthy snacks and meals for children. These approaches support children's good health and well-being. n The childminder sends photos and information about children's daily experiences

p.2

need to do better?

to parents. She has regular discussions with parents about their children's learning and progress. This supports parents to help their children to work towards their development goals at home. However, the childminder does not consistently communicate with other settings that some children attend. This does not promote consistency for children's care or learning. n The childminder seeks the views of parents on her childcare services. She is a member of various childcare professional groups. This helps her to evaluate her practice and ensure that her skills and knowledge remain up to date. The childminder has attended training about supporting children's behaviour. She explains how this has supported her to develop positive strategies to understand and manage children's behaviour.

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 provide more opportunities for children to do things for themselves and develop their thinking and problem-solving skills n develop methods of communicating with other settings that children attend to provide consistency for their care and learning.

p.3

Setting details

Unique reference number EY360125 Local authority Leeds Inspection number 10367441 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 12 Date of previous inspection 8 February 2019

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Seacroft, Leeds. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She receives specific funding for disadvantaged children. The childminder offers government-funded 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 Children spoke to and communicated with the inspector during the inspection. 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 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 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

18 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

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

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