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 are happy and content in this safe, secure and welcoming home-from- home environment. The warm and affectionate childminder prioritises building loving bonds with children when they first start. Children feel safe and secure and have high levels of self-esteem and confidence. They greet visitors enthusiastically when they arrive to introduce themselves.

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The provision is good

Children demonstrate highly positive attitudes to their learning. The experienced childminder plans a curriculum that is ambitious and based on children's current interests. She provides children with an exciting and enabling environment in which to play and learn. For example, children enjoy using tweezers and spoons to fill up containers with rice to put down funnels. They delight as they experiment with adding different quantities of water and persevere until the rice goes down the funnels. The childminder's positive interactions with children support them to make good progress in their learning and development.

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The provision is good

The childminder has high expectations for children's behaviour. Children demonstrate kindness and care towards each other. They know to share, take turns and use their manners unprompted. The childminder praises children for their good behaviours, helping them to develop self-esteem and feel valued by others. Children behave very well and understand the childminder's expectations.

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need to do better?

n The very experienced childminder knows the children in her care very well. She uses her assessments effectively to monitor children's progress. The childminder has a good understanding of children's individual learning needs. She plans and adapts activities to support their development. The childminder shares this information with parents and provides advice on how to support children at home. This helps to promote continuity in children's learning and development. n The childminder consistently weaves mathematical learning into children's play. For example, children enjoy throwing a large dice and counting the number of dots it lands on. The childminder extends children's learning and asks them to add two sets of dots together. Children have daily access to activities and resources that enable them to learn about shape, space and measure. The childminder uses words, such as 'full', 'half' and 'quarter', to support children's

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need to do better?

mathematical understanding. n Partnerships with parents are strong. Parents are very complimentary about the care and learning their children receive. They say the childminder is truly amazing and goes over and above their expectations. The childminder keeps parents well informed about their children's ongoing achievements through daily discussions and photos of what they have been doing.

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need to do better?

5 December 2024 n The childminder is highly reflective about her own practice and the quality of her provision. She is committed to improving her knowledge and skills and regularly completes her own research and training. The childminder makes good use of her local authority and childminding network. This enables her to share good practice and gain new ideas. n The childminder supports children to be independent. Children confidently explore the environment and make their own choices about the resources and activities they want to engage with. Children are encouraged to complete tasks by themselves. For example, younger children receive support from the childminder to put on their shoes, gloves and coats before they go outside. This helps to support children's independence and self-care skills well. n The childminder takes children on regular outings in their local community, such as trips to park and playgroups. She uses these visits to help children to learn

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need to do better?

about their local community and promote their social skills well. Children develop a wider knowledge of the world in which they live. For example, the childminder teaches children about different lifestyles, families and cultures beyond their own through stories and planned activities. n Overall, the childminder supports children's early language development well. She consistently engages children in conversations and gives them opportunities to share their thoughts, questions and ideas. Children hear lots of language as they share stories with the childminder. However, on occasion, when children mispronounce words, the childminder does not model and repeat back the correct pronunciation. This does not fully support children's communication skills.

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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 consistently model and repeat back the correct pronunciation of words, to further support children's language development.

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Setting details

Unique reference number EY418293 Local authority Leeds Inspection number 10367446 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 3 Date of previous inspection 8 February 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Leeds, West Yorkshire. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government-funded childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder and children and assessed the impact on children's learning. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

5 December 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

5 December 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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