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 benefit from the warm and welcoming environment the childminder creates for them. They build strong and secure attachments with the attentive and nurturing childminder, who responds well to their individual care needs. Children show that they are happy, relaxed and settled in the childminder's care. The childminder sensitively supports children to manage their feelings and emotions, such as offering them cuddles and reassurance when needed. She encourages children to share, take turns and cooperate during their play. Consequently, children learn how to build and maintain healthy relationships with their peers. Children are well prepared for their future learning and eventual move to school.

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The provision is good

Children benefit from the well-planned curriculum and educational programmes on offer. The childminder provides children with suitably challenging activities and learning experiences that target their individual needs, overall. The childminder differentiates children's learning according to their age and stage of development. For example, she supports and encourages younger children to join in counting the total number of blocks they have used to build a tower. This is extended well for older children, who are encouraged to independently count the total number of items and identify the corresponding numerals. Children make good rates of progress.

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need to do better?

n Since the last inspection, the provider has reflected on the quality of her practice and children's learning experiences. She has undertaken further training to develop the curriculum plans and her teaching skills. This has improved her practice and the overall quality of children's learning experiences and educational programmes. The childminder values the importance of continuing to access training for her continued professional development. n The childminder regularly observes and assesses children's development to monitor their progress. She uses her assessments to identify any gaps in a child's development and their next step learning targets. The childminder then uses this information to plan activities and learning experiences that help to build on what children already know and can do, over time. n The childminder supports children to develop their speech and language skills. For example, she provides a narrative during play, sings nursery rhymes and

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need to do better?

shares books with children daily to help build their vocabulary. However, she does not always consider the different languages children are learning at home and ways to foster these in her setting, to further support their emerging and developing communication and language skills. n Children have many opportunities to develop their physical skills. For example, they enjoy the time playing outside in the fresh air on balance bikes. Children

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need to do better?

12 February 2025 have access to daily activities and craft materials that help to develop their fine motor skills and hand-eye coordination. This helps children develop the skills that they later need for writing. n The childminder encourages children to consider their personal safety throughout the day. For example, they talk about risks in the learning environment and how to manage these to ensure their own health and safety. Children talk about the importance of washing their hands before mealtimes. This helps to develop children's independence and understanding of how to keep themselves safe and healthy. n Children have good opportunities to develop their understanding of the world beyond their own experiences. For example, the childminder teaches children about the solar system and how things work. Children confidently talk about the sun rising in the daytime and the moon rising at night. They regularly go on trips

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need to do better?

and attend local playgroups, where they get to meet new people and socialise with other children. This helps to develop their understanding of the world by exploring new places, people and environments. n The childminder has daily discussions with parents about their child's day, but these focus on meeting children's care needs. The childminder does not share precise enough information with all parents about their child's progress and next step learning targets. She does not promptly seek feedback from parents when the health visitor has completed the Healthy Child Programme development review at age two. Consequently, children do not always receive the targeted support that they need from the earliest point.

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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 find ways to foster the different languages children speak and use these during their play, to further support their emerging speech and language development n further develop partnerships with parents to ensure a good two-way flow of information is shared and children receive the targeted support that they need from the earliest point.

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Setting details

Unique reference number EY357211 Local authority Leeds Inspection number 10337577 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 11 Date of previous inspection 5 March 2024

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Information about this early years setting

The childminder registered in 2007 and lives in Leeds. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3. The childminder offers government funded places for childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector completed a joint observation. The childminder discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 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

12 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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