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 arrive happily at this warm and caring home-from-home childminding setting. Settling-in procedures are thorough. The childminder gathers lots of information from parents and carers about children before they start. For example, she finds out about children's likes and dislikes, sleep schedules and dietary requirements. This helps children to feel very safe and secure at the setting when they start. The childminder acts as an excellent role model. Her kind and supportive character is reflected by children, who behave very well and demonstrate very positive attitudes to their learning and play.

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The provision is good

The childminder plans learning programmes that support children to develop a range of skills that will help them when they eventually move on to school. She prioritises children's communication and language development, emotional development and independence. The childminder works hard to help children develop high levels of confidence and self-esteem. For example, she encourages children to try again when things do not work the first time, and she adapts and amends their ideas. Children demonstrate they feel proud of their achievements. The childminder makes accurate assessments of children's development by observing and reflecting on what they can do. She uses these assessments to identify any possible gaps in children's development and to plan their next steps in learning.

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need to do better?

n The childminder encourages children to develop a love of reading. For example, children enjoy regular trips to the local library where they can choose from a wide range of books. Books are easily accessible to children in the setting. The childminder repeats refrains from books as children play. Children confidently join in with these. n The childminder teaches children about how to care for the world and sustainability. For instance, she encourages children to recycle and donate empty boxes and tubs to the local school for junk modelling. n The childminder provides children with many opportunities to learn about mathematics. She naturally weaves this learning into the daily activities and routines. For example, when children spot a spider, the childminder encourages them to carefully count the spider's legs and notice that one is missing. They make dough together and discuss quantities such as 'more' and 'less' and use

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need to do better?

words such as 'big' and 'small' to describe size. Children learn positional language, such as 'on top' and 'underneath', as they play with the dough. Children confidently sing counting rhymes and make early calculations. n The childminder helps children to develop a wide vocabulary. She models language very well and uses the correct terminology to describe and name

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need to do better?

19 December 2024 things. The childminder introduces children to new words, such as 'sparkle' and 'fossil'. Children repeat the words back confidently. n The childminder teaches children about communities beyond their own. For example, children explore a range of festivals from around the world and enjoy stories from different cultures. For example, children's favourite book at the moment is 'Rameena's Ramadan'. n Teaching children to be independent is of high priority for the childminder. The childminder supports children to manage tasks for themselves from start to finish. She is patient and supportive and gives the children the time they need. Children demonstrate high levels of determination and resilience. They display a 'can-do' attitude to achieving things by themselves. n The childminder helps children to learn about oral health and dental hygiene. She ensures that children have brushed their teeth on arrival. If they have not,

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need to do better?

she supports them to do so in the setting. For example, children use a mirror to brush their teeth and ensure that they do not miss any at the top and bottom. n The childminder makes accurate assessments of her service and fully involves parents in these evaluations. She has made some plans for her continued professional development. However, as yet, the childminder has not acted on these. This means that the improvements she has identified have not as yet been fully implemented. n Parents are extremely happy with the service. They say that their children make excellent progress and that the supportive childminder is like an extension of their own family. Parents appreciate all the help they receive and the stimulating and educational environment the childminder provides.

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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 interest first.

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should:

n implement improvement plans for professional development to raise the quality of practice even higher.

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Setting details

Unique reference number EY537454 Local authority Leeds Inspection number 10363769 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 6 Date of previous inspection 8 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in the Belle Isle area of Leeds. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector took account of parents' views from their written feedback. n The inspector looked at relevant documentation, including evidence of the childminder's suitability to work with children. n Children spoke with the inspector during the inspection. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum.

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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

19 December 2024 19 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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