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 thoroughly enjoy their time at the childminder's welcoming home-from-home setting. The childminder interacts with children in a warm and caring manner. Children benefit from regular cuddles to support their emotional well-being. The childminder builds secure and positive relationships with children. Children demonstrate that they feel safe and secure in the childminder's home.

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The provision is good

Children develop a love for learning and benefit from a curriculum that is ambitious and meaningful. The childminder plans the environment using her knowledge of children's interests and current stages of development. Children enthusiastically choose resources that interest them. For example, children use drawing tablets to practise their early writing skills as they make marks together. Children have a positive attitude to their learning and make good progress in their development.

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The provision is good

The childminder is a very positive role model and consistently promotes positive behaviour. For example, she uses 'please' and 'thank you' when engaging in children's play. Children listen and respond well to the childminder's instructions and gentle reminders. The childminder gives children consistent praise for their efforts and achievements during activities, which helps children to develop resilience and self-confidence.

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need to do better?

n Children are developing well in their communication and language skills. The childminder's skilful back-and-forth interactions with the children help to lay the foundations for their language development. Children are provided with regular opportunities to sing and read stories together. The childminder reads with excitement and animation to support engagement. Children show enjoyment as they repeat familiar words from stories and predict what might happen next. n The childminder supports children to be independent from a young age. Children have excellent self-help skills. They learn to use safe cutlery to cut up their own snacks. Children wash their own hands before eating and are confident to wipe their own noses. The childminder provides children with positive and consistent support and encouragement for their efforts. This contributes to their readiness for moving on to the next stage of their learning.

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need to do better?

n Overall, the childminder provides well timed and sensitive interactions to extend children's learning. For example, she encourages children to count within activities to support their mathematical development. However, the childminder does not plan well enough to extend children's understanding as she works alongside them. For instance, when children show curiosity about caterpillars and butterflies, the childminder does not explain the life cycle of a butterfly to deepen children's understanding.

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need to do better?

29 November 2024 n The childminder discusses how she would support children with special educational needs and/or disabilities. For instance, working in partnership with parents and other professionals involved in their care. The childminder has effective strategies in place to support children who speak English as an additional language. She gathers key words in their home language and incorporates their culture into her curriculum. This helps to ensure the best outcomes for all children. n Partnership with parents is good. Parents feel well informed about the progress their children make and how they can further support this at home. The childminder develops good relationships with parents and shares information through photos and daily conversations. Parents state that their children love the range of activities and experiences the childminder provides and describe her as being caring and flexible.

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need to do better?

n The childminder is reflective in her practice to ensure she is meeting the expectations of parents and children within her care. For example, recent parent feedback highlighted the need for further photos to be shared of the children. The childminder has reflected and considered ways in which she can achieve this. The childminder recognises the importance of ongoing professional development to keep her skills and knowledge up to date. She attends regular training sessions and completes her own independent research. n The childminder plans a curriculum that reflects children's interests. She uses her knowledge of each child's abilities to plan for next steps in their learning. The childminder plans a range of adult-led activities with specific learning intentions. However, on occasion, the learning intentions are too varied and broad for children. This does not fully support them to make the best possible

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need to do better?

progress in their learning and development

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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 extend learning opportunities for children as they engage in activities they enjoy, to help them to make the best possible progress n target children's individual learning needs and interests more accurately, particularly through planned activities, to extend their development further.

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Setting details

Unique reference number EY540633 Local authority Leeds Inspection number 10367506 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 10 Date of previous inspection 11 February 2019

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Information about this early years setting

The childminder registered in 2017. She is located in Morley, Leeds. The childminder operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 2. The childminder offers the government-funded places for 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 Parents shared their views with the inspector through written feedback. n The inspector observed the quality of the interactions between the childminder and the children and assessed the impact on children's learning. 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

29 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

29 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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