Childminder, Out-of school day care in Leeds

This provision meets requirements

Children eagerly enter the welcoming home after being collected from school by the childminder. She cheerily encourages children to get in really quickly due to it being very cold outside. Children excitedly exclaim, 'It is going to snow'. Children have strong emotional attachments to the childminder, who interacts warmly with them. This helps children to feel happy, safe and secure. Children are very familiar with the daily routine. They settle quickly after hanging up their coats and lining up to wash their hands before sitting down to eat a wide array of healthy snacks. Children develop their independence and social skills, such as pouring drinks and sharing tongs. The childminder explains how the sugar-snap peas look similar to mangetout, often eaten in stir fries, but are not quite the same. Children show high levels of confidence. They delight in sharing a photo album with the inspector, showing how they have grown since starting as babies.

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This provision meets requirements

Children have a wonderful time in the friendly, relaxed and fun environment. When planning activities and setting up toys and equipment, the childminder has children's interests are at the very forefront of her mind. For example, she sets up a replica home-corner area, to facilitate children's love of pretend play, and provides ample resources for making marks. This also builds on children's already impressive hand-eye coordination. The childminder's respectful and kind behaviour is reflected in how children interact positively with one another and in their excellent behaviour.

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need to do better?

n Activities promote children's social skills and friendships. The childminder ensures that children's time is fun-filled and focused around what they like to do. She considers how she can enrich and build on children's skills and knowledge. For example, the childminder plans around special events and themes, such as the changing seasons. n Laughter fills the air, creating a joyful atmosphere. For example, while talking about Halloween during the highly sociable snack-time routine, children laugh as the childminder recalls the unsuccessful attempts to carve pumpkins. Nonetheless, children dried and saved the seeds to plant during springtime. n The childminder reinforces the knowledge, skills and a love of learning that children need to be successful learners effectively. For example, children thoroughly enjoy making an 'elf' Christmas tree decoration. They show outstanding concentration and hand-eye coordination while cutting, colouring

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need to do better?

and dressing dolls with the childminder. n The childminder's qualification has a positive impact on the provision and her interactions. She leads the planning of the wealth of craft activities and skilfully

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need to do better?

18 November 2024 expands children's activities. For example, after children cut out different sections, the childminder explains how to use the split pins to attach the legs and head to the elf's body. Children embrace the fiddly task and complete their animated elf with great success. n Children receive high levels of praise and encouragement from the childminder. This helps to increase their self-esteem and supports them to feel a sense of pride in their achievements. n The childminder introduces mathematics spontaneously. For example, she asks children how many split pins they will need. She encourages them to refer to the example elf made by her co-childminder to support children. The childminder encourages children to solve problems, such as how to create the hole for the string to enable the elf to dangle from the tree. As children thread this, they once again practise their manual dexterity. n The childminder encourages children to try to do things for themselves, but

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need to do better?

intervenes intuitively to support them, if needed. For example, she asks children if they would like her to hold the elf's leg while they push the split pin though the hole. n The childminder promotes children's understanding of the importance of living a healthy lifestyle effectively. For example, she uses the knowledge gained from training to instil messages about oral health through activities and discussions, for instance. Children walk to and from school and take part in other physical activities, such as calling at the park on the way home. n The childminder develops children's awareness of certain aspects of diversity, such as multicultural festivals. However, she does not extend opportunities to introduce all aspects of difference to children. n The childminder has friendly conversations with parents about what children have been doing. Parents are keen to share their highly complimentary views.

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need to do better?

The childminder exchanges certain information with Reception class staff. However, she has not considered how to develop this further, in order to fully complement children's experiences.

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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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Setting details

Unique reference number EY543725 Local authority Leeds Inspection number 10367632 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 5 Number of children on roll 9 Date of previous inspection 15 February 2019

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Information about this early years setting

The childminder registered in 2017. She works in the New Farnley area of Leeds from the home of another registered childminder. The childminder holds an appropriate childcare qualification at level 3. She operates during term time only, from 7.45am to 8.30am and from 3.15pm to 5pm, Monday to Friday.

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Inspection activities

n The inspector observed the safety and suitability of the premises that the childminder works from. n The childminder and her co-childminder contributed to discussions about the range of activities they provide and how they organise the before- and after- school provision. n The childminder and inspector completed a joint observation of an activity. n The inspector spoke to children and gained feedback from parents during the inspection. n The childminder shared a sample of documents, such as those related to her professional development.

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Inspection activities

18 November 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

18 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

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