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 look forward to attending the home of this dedicated and caring childminder. The childminder promotes children's positive behaviour and caring attitudes. For example, she supports children to wait patiently for their turn with the toys. The childminder encourages children to respond appropriately if their actions upset others. She takes children to a singing group at a local care home for older people. This supports children to learn to care for and build relationships with people from older generations. Children are developing their sense of kindness and respect for others.

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The provision is good

Children receive opportunities to hear and learn songs and rhymes by heart. For instance, children choose props from the singing bag and show their knowledge of nursery rhymes, such as 'Baa Baa Black Sheep'. The childminder provides learning experiences for children to develop their physical skills. For example, she supports babies to use equipment and have tummy time to strengthen their core and leg muscles. This prepares them to learn new skills, such as rolling and crawling. Older children concentrate for long periods as they play with play dough or practise peeling their own fruit. This builds the strength in their finger muscles to prepare them to develop their early writing skills.

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need to do better?

n The childminder uses an app to record children's progress. This supports her to identify the next steps in children's development and plan appropriately for their learning. Parents and carers also access the app. This helps them to remain fully informed about their children's progress. n The childminder aims to work with parents to close gaps in children's learning. For example, she sends home reading books that children enjoy. This helps parents to further support children's communication skills at home. The childminder builds good relationships with parents, who report that their children enjoy attending her setting and thrive in her care. n The childminder supports children to learn and use new vocabulary. For instance, she builds on children's previous experiences of Bonfire Night. The childminder sets up craft activities to provide opportunities for children to talk about fireworks and the colours and noises that they make. However, on

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need to do better?

occasion, the way in which the childminder asks children questions confuses them and does not fully support their understanding. These times are less effective in promoting children's language skills. n Children show enthusiasm for learning. The childminder offers choices about their play. This ensures that children thoroughly enjoy activities and experiences. The childminder encourages children to try tasks for themselves. For example, children show resilience when they try to take off their own tops to put a

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need to do better?

7 November 2024 painting apron on. They develop the ability to keep on trying and have confidence in their own abilities. n The childminder provides activities to support children's understanding of staying healthy. For example, she provides resources for children to develop their knowledge of good tooth-brushing habits. The childminder outlines her expectations for parents to provide healthy food and snacks in children's lunch boxes. She ensures that children receive regular opportunities to be outdoors and be physically active. This promotes children's physical health and well-being. n The childminder takes children on many outings to local places of interest, such as museums and the library. She supports children to learn about celebrations, such as Halloween and Chinese New Year. However, the childminder does not consider ways for children to access further resources and experiences to extend their knowledge about diversity in their day-to-day learning.

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need to do better?

n The childminder continually reviews her practice. She seeks out targeted professional development opportunities to support her to meet the needs of the children in her care. For example, the childminder researches the best way to support children to learn how to hold a pencil. She regularly reviews the learning environment to ensure that it continues to support children's ongoing development. Consequently, children continue to receive a broad and challenging programme of activities and experiences. n The childminder did not inform Ofsted of a notifiable change to her circumstances. This was an oversight, and all other aspects of leadership and management are good. The inspector discussed this further with the childminder, who now has a good understanding of notifications to Ofsted. There is no impact on the safety and care of children.

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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 review and develop the use of questions to further support children's understanding and communication skills n build on and extend the resources and opportunities for children to learn about people and families who are different to their own to further enhance their understanding of diversity.

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Setting details

Unique reference number EY541484 Local authority Leeds Inspection number 10373017 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 7 Date of previous inspection 14 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Robin Hood, Wakefield. She operates during term time, from 9am to 5pm, Tuesday to Thursday. The childminder offers government funded childcare for children aged between nine months and four years.

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Inspection activities

n The inspector viewed the premises and discussed with the childminder 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 the children. n The inspector carried out a joint observation of a creative 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.

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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

7 November 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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