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 settled and confident in the childminder's care. They have access to a wide range of resources that capture their interests. This means children make choices about their learning. They enjoy uninterrupted, independent play where they can follow their own ideas and develop imaginative play. For example, older children develop narratives based on their favourite characters from books and television. Children also benefit from trips off the premises where they experience their community and learn about the wider world. As a result, children make good progress in all areas of learning.

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The provision is good

Children demonstrate strong relationships with the childminder and other children. They build relationships in a wider social group when they meet other children and childminders at soft-play centres and during trips. Children have good social skills and are keen to share their play and learning with visitors. For example, they ask visitors to join in with their favourite stories. Children behave well because they receive age-appropriate guidance from the childminder that helps them understand rules and boundaries.

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The provision is good

Children begin to understand why good hygiene is important and become independent in self-care ready for the eventual move to school. They build on their physical skills when they use large play equipment in the park. They laugh when they talk to the childminder about splashing in the muddy puddles that appear when it rains. The youngest children are keen to demonstrate how they jump with both feet into puddles.

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need to do better?

n The childminder completes accurate assessments of children's progress. She discusses any emerging gaps in their development with parents so that they can seek advice from relevant professionals. The childminder uses the information she gathers to plan a curriculum that takes into account children's interests. In the main, the activities the childminder provides support children to make strong progress towards their next steps in learning. However, she does not always challenge more-able children to extend their knowledge and ensure they make the best possible progress. n The childminder promotes children's communication and language skills well. She encourages conversation throughout activities. Children learn to listen to each other. The childminder encourages the youngest children to repeat familiar phrases and models language so they can hear words pronounced correctly. She introduces new words to extend older children's vocabulary, such as 'stingray'

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need to do better?

and 'puffer fish'. The childminder reminds children about the 'terrapins' and 'lobsters' they saw during a recent outing.

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need to do better?

5 February 2025 n The childminder promotes children's love of books and reading. She shows young children how to treat books with care, to hold them the right way up and turn the pages. During stories, the childminder pauses so children can repeat familiar phrases, such as 'There's a shark in the park!'. She encourages children to explain what they can see in the pictures. The childminder introduces early mathematical concepts when she shows children that the shark's teeth and fins are shaped like triangles. n Children develop early writing skills. They enjoy using pencils, brushes and paints to make patterns. They mix colours, and older children add detail to their designs using cotton buds. However, the childminder does not fully support children to make connections in their learning and consolidate what they already know. For example, she does not help them make the link between their paintings of starfish, the book they have read about sea creatures and their

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need to do better?

recent trip where they saw real starfish. n The childminder shares information about children's learning with parents so that they can continue activities at home. Parents appreciate the childminder's honesty when there are emerging gaps in their children's learning. Parents value the varied and balanced meals the childminder provides and that children are encouraged to try new foods. n The childminder evaluates her practice and identifies gaps in her knowledge. For example, she recognises that she does not always challenge older children enough and is keen to build on her knowledge and skills to enable her to do so. The childminder conducts independent research and links with other childminders to share good practice and ideas. She keeps up to date with essential training and continues to provide children with varied and interesting learning experiences.

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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 consider fully what children already know and can do and provide more-able children with activities that consistently challenge them and help them to make the best possible progress n support all children to make connections between their different learning experiences so they continually consolidate and embed their learning.

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Setting details

Unique reference number EY286292 Local authority Leeds Inspection number 10371648 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 9 Date of previous inspection 24 May 2019

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Information about this early years setting

The childminder registered in 2004. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The inspector spoke to the children about the activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how they evaluate the provision and their ongoing professional development. n The inspector carried out a joint evaluation of an activity with the childminder.

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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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