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 Requires improvement

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The provision is good

Children feel happy and settled under the care of the friendly childminder in her homely setting. The childminder outlines the skills that she wants children to achieve before they start school. These include self-care skills, being able to hold a conversation and listening to others. The childminder plans enjoyable activities to support children to work towards these goals. She joins in with children's play. This promotes children's engagement and guides their learning. The childminder supports children well to work towards their next steps in learning.

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The provision is good

The childminder recognises the benefits of providing children with opportunities to socialise with others outside of the setting. She takes children to playgroups attended by other childminders and children. The childminder supports the children in her care to learn how to get along with others and build friendships. She describes how she supports children to learn how to wait for their turn to play with toys. She uses phrases, such as 'sharing is caring', to promote children's understanding of patience and kindness.

p.2

The provision is good

The childminder takes children on outings in their local community. For example, she takes children for trips on the bus to support their learning about types of transport. Children develop their understanding of the world around them, such as as they explore where they live with the childminder.

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need to do better?

n The childminder has a good understanding of how to support children's communication skills. For instance, she aims to ensure that children know at least five nursery rhymes before they start school. She uses interactive books to engage children and support them to learn these rhymes. The childminder uses real-life objects during children's play to support their growing vocabulary. She speaks clearly to young children and uses simple words and sentences. Children actively listen, answer simple questions and repeat key words, phrases and songs. Children show that they are making good progress in their language development. n The childminder outlines the physical development skills that she wants children to learn. This includes learning how to dress themselves and how to kick a ball or ride a wheeled toy. Children build the strength in their hands as they play with resources, such as play dough. However, the childminder has not fully

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need to do better?

explored how she can further enhance these experiences to extend children's learning as they develop their small- and large-muscle skills. n Children enjoy learning how to stack wooden blocks to build towers. The childminder uses language, such as 'tall' and 'long'. This supports children's understanding of mathematical vocabulary. Children laugh as their towers fall.

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need to do better?

16 January 2025 They build them again with encouragement from the childminder. Children show that they are building their resilience and ability to keep on trying. n The childminder has improved daily routines to support children's good health. She offers children healthy snacks and meals that include portions of fruit and vegetables. The childminder gives guidance to parents and carers regarding healthy snacks that children can bring to the setting. She ensures that children wash their hands before eating. This supports children's understanding of good hygiene routines. n Parents and carers say that they are pleased with the new skills that their children have learned during their time with the childminder. The childminder works with parents to decide children's next steps in learning. She provides parents with storybooks and ideas for how they can support their children's learning at home. This promotes positive parent partnerships and consistency for

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need to do better?

children's learning. n The childminder has worked with a local authority adviser to complete further training. As a result, she has improved her knowledge of how to support children's communication skills. The childminder outlines her intentions to carry out further professional development activities. However, the childminder has not robustly evaluated her setting. She has not yet identified the areas that she will develop and improve next. This does not fully support her to plan focused training opportunities that will continue to raise her skills and knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n build on and extend the opportunities for children to develop their small- and large-muscle skills n develop robust methods to evaluate the provision, to identify further areas for development and plan focused professional development opportunities to continue to raise skills and knowledge.

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Setting details

Unique reference number EY470459 Local authority Leeds Inspection number 10371623 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 12 June 2024

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Information about this early years setting

The childminder registered in 2014 and lives in the Middleton area of Leeds. She operates all year round, from 8am to 8pm, Monday to Friday, except for family holidays and bank holidays. The childminder offers government funded childcare for children aged between nine months and four years.

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Inspection activities

n The childminder discussed how she ensures children's safety on the premises. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector spoke with the childminder about the leadership and management of the setting. 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 communication and language 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

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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

16 January 2025 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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