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 very happy and settled in the home of this childminder. They freely explore the home and garden and are stimulated and interested in their surroundings. The childminder encourages children to discuss what it is that they would like to do. This helps children learn to communicate their own ideas and feelings effectively. Children are well supported in their early communication and language skills. For instance, regular stories, songs and rhymes help to build children's confidence in speaking.

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The provision is good

The childminder has a particular focus on supporting children in their personal, social and emotional development and in promoting their independence. Trips and visits to the local library, toddler groups and the park are used to help support children in these skills. This helps to prepare children well for their transition to school, when the time comes. The childminder is invested in the outcomes of every child and, as a result, children are making good progress here.

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The provision is good

Behaviour is very calm and purposeful. Children interact well with each other and the childminder supports them to learn important social skills such as sharing and taking turns.

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need to do better?

n The childminder considers how to support children across all areas of learning and development. She ensures that all children have the opportunity to practise skills, both inside the home and outside in the garden. For instance, children develop coordination and strength when problem-solving how to manoeuvre different types of ride-on vehicles in the garden. n The childminder weaves in stories and songs throughout the day in order to support children's speech and communication. Toddlers benefit from routinely hearing the familiar nursery rhymes and this has a positive impact on their early language development. Older children are chatty and confident. They enjoy engaging in conversation with the childminder and expressing their thoughts. n The childminder encourages children to express themselves creatively. When children request to paint, she provides this experience promptly and children happily immerse themselves in exploring the textures and colours of the paint.

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need to do better?

This experience promotes well-being as well as generating further language and discussion. n The childminder responds to children's ideas and interests to some extent. For instance, when children are excited by the opportunity to play with water when washing their hands, she allows some more time for this experience. However, the childminder is not consistently alert to cues in children's play showing what further support they need in their development. This means that, sometimes,

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need to do better?

6 February 2025 activities do not closely match their particular developmental needs. n The childminder effectively communicates children's progress with parents and carers. Parents are happy with the service that this childminder provides. They say the childminder is supportive and accommodates the individual needs of children well. n The childminder develops positive relationships with the children she cares for. She models kind and caring behaviours and, as a result, children are learning to show these behaviours towards each other. When children need support, for instance when learning how to share, the childminder is quick to offer support and help them find a resolution. n With the childminder's support, children make good progress in developing their independence and self-care skills. For example, children learn the importance of washing their hands and are encouraged to sit at the table to eat their meals.

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need to do better?

They show good table manners. Children learn to dress themselves, such as putting on their own coats and shoes. This helps to prepare children well for their move to school. n The childminder's procedures to evaluate, reflect and refine her provision are not yet fully developed. This means that possible areas for further improvement are missed. For example, when children play outdoors, the childminder does not recognise that children do not have enough time to focus on the activities they have chosen before new resources and activities are introduced. This limits children's ability to learn to focus and concentrate. n The childminder takes account of the additional support that children with special educational needs and/or disabilities (SEND) may need. She ensures that she plans an inclusive and supportive curriculum, so that all children are fully included in her provision. As a result, children make good progress.

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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.

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should:

n use assessments of children's development, including their interests and fascinations, to plan learning experiences that are closely matched to their developmental needs n strengthen the procedures in place for the evaluation of the provision, in order to identify areas for improvement and promote the best possible outcomes for children.

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Setting details

Unique reference number 320183 Local authority Leeds Inspection number 10380295 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 7 Date of previous inspection 4 June 2019

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Information about this early years setting

The childminder registered in 1998 and lives in Beeston, Leeds. She operates all year round from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 5.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The childminder spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector carried out a joint observation of the morning session. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

6 February 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

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