Bottomley, Donna

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

The experienced childminder provides a safe and homely environment. Children settle quickly and develop secure bonds in the nurturing care of the childminder and they seek reassurance when needed. The childminder knows children well and provides activities based on their interests. As children play, the childminder plays alongside them. She gives a narrative to their play to support their language and communication skills. The childminder offers ideas for extending activities. This supports children to make good progress in their learning and development.

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The provision is good

The childminder provides a variety of books for children to share and which they can independently select from the bookshelf. The childminder identifies children who learn well through playing with cause-and-effect resources. For example, children learn that when they press buttons, toys make sounds and lights flash. This encourages their curiosity in their play. Children enjoy singing songs with the childminder, who enthusiastically joins in with their song choices.

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The provision is good

Children strengthen their small muscles through playing with puzzles, building with bricks and using art and craft materials. They persevere when they face a challenge. For example, they try to catch butterflies as they fly out of a tube during a group game. Children show pride in their achievements, and they are valued by the childminder. Children go on regular outings and play with the vast range of play and learning opportunities in the childminder's garden. Children learn about the world around them in the local community and when they visit the local forest school.

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need to do better?

n The childminder has a good understanding of child development. Through her knowledge and experience she prepares children for their next stage in education. The childminder knows the children well and provides activities to keep them engaged in their learning. She plans purposeful activities, which children can revisit. This gives them the opportunity to practise and consolidate their skills. n Through partnership with parents and assessment when children join the setting, the childminder identifies their starting points. If there are gaps in children's learning, the childminder plans precise activities to close these and ensure children make the progress they are capable of. The childminder completes the progress check for children between the ages of two and three, which identifies what children know and can do and what they need to learn next. n The childminder has high expectations of children's behaviour. She promotes

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need to do better?

good manners and positive behaviour, offering praise and encouragement. There

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need to do better?

5 February 2025 are clear boundaries in place and, as a result, children's behaviour is good. Children share and take turns with toys, playing happily alongside each other. n Children follow good hygiene practices as they regularly wash their hands and learn the importance of oral hygiene. The childminder ensures children have healthy snacks and drink fresh water throughout the day. Parents provide healthy packed lunch options for their children. The childminder grows fruit and vegetables with children, which they help to harvest and cook. This supports their developing understanding of a healthy lifestyle. n The childminder promotes children's mathematical development. During play, children look at and name shapes, for example square and circle. They count the number of bricks they have lined up and compare their sizes. Children can confidently identify big and little bricks. Ongoing support from the childminder

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need to do better?

builds on and extends children's existing knowledge. n Overall, the childminder prompts children to think for themselves. For example, during play, she asks them to name colours, count and she often uses open- ended questions. However, when children ask the childminder questions, such as 'What's that?', she immediately gives them the answer. She does not consistently use further questions to encourage and develop deeper thinking to support children's own problem-solving skills. n Parents speak extremely positively about the childminder and say she is always welcoming and very well organised. Toys and activities are rotated so there is something new every day. Parents are kept up to date about their child's development through photographs and daily conversations. Parents say they would highly recommend the childminder, she is dedicated to providing the best care to children. n The childminder ensures that she keeps her knowledge up to date. She accesses

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need to do better?

learning from the local authority and also from other childminders, who organise training enabling colleagues to share their knowledge and support each other. The childminder reflects on and adapts her practice to meet the needs of children in her care.

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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 develop ways to extend children's thinking when they ask questions to challenge their development and enhance their problem-solving abilities.

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Setting details

Unique reference number EY336800 Local authority Leeds Inspection number 10371650 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 12 Date of previous inspection 31 May 2019

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Information about this early years setting

The childminder registered in 2006. She operates all year round from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for children.

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Inspection activities

n The childminder and inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years curriculum. n The children spoke to and communicated with the inspector during the inspection. n The inspector observed interactions between the childminder and the children. n The inspector took account of the views of the parents through their letters of support. n The inspector observed the quality of education being provided and assessed the impact this has on the children's learning. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable.

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Inspection activities

5 February 2025 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 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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