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 happy, safe and secure in this welcoming setting. The childminder has a positive relationship with the children. She offers lots of praise and encouragement, talking to children in their home languages. She models and repeats key words and vocabulary in English. While children are able to talk fluently in their home languages, they are helped to develop their English language skills well.

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The provision is good

The childminder skilfully plans activities that enable children to develop their skills and knowledge across different areas of learning. For example, while taking part in an Easter-themed sticking activity, children learn about cultures, celebrations and festivals beyond their own. They extend their English vocabulary skills by learning to name items such as 'Easter egg', 'chicken' and 'bunny' while at the same time, practising their fine motor skills.

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The provision is good

Children engage with resources that are set out for them and confidently request other resources that they want to access. When children need to change their clothing, they are encouraged to try and do it by themselves, although the childminder is on hand to support where necessary. Children access the creative trolley, moving it to where they want to play. This helps to develop their independence skills. Children's problem-solving skills are developed, for example when opening a tub of stickers. Children are given a sealed tub and have work out how to get into it.

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need to do better?

n The childminder talks passionately about her curriculum. She places emphasis on using the local environment and recognises how this supports children's development. For example, by using the equipment at the park, children's physical skills are developed. The childminder identifies that attending a local playgroup and local library supports children's social skills and that by playing alongside children who communicate in English, the development of children's language and communication skills is supported. n The childminder knows the children well. She has a good understanding of what they already know, can do and what they need to learn next. She uses this well to carefully plan and provide future activities that help to build children's knowledge and understanding. She knows how to access additional support if she has concerns about children's development. Children, including those with special educational needs and/or disabilities, make good progress.

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need to do better?

n The childminder provides children with a wide range of interesting and engaging activities and resources. The childminder allows children to take the lead in their learning. She allows them choice on what and where they play and encourages

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need to do better?

11 March 2025 them to follow their own interests. For example, following a planned activity of painting an Easter egg, children become interested in painting their hands and in mixing colours together. At such times, the childminder quickly identifies opportunities for learning and adapts her support accordingly. However, sometimes, learning is interrupted. For example, children are removed from their chosen theme of play to change their tops or to wash their hands. This prevents children from having the time they need to further develop and embed their learning in their chosen activities. n The childminder acts as a positive role model for children. Overall, she has high expectations of children's behaviour. Children have a good understanding of these expectations, and overall, they behave well. However, good practice in sharing and turn-taking among children is not consistently reinforced. A few children can become upset and, as a result, display some negative behaviours.

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need to do better?

While the childminder deals with this well, it interrupts children's learning. n Partnerships with parents are very effective. Regular updates about children's learning and next steps are shared with parents through a variety of means. Parents are very happy with the provision offered. They acknowledge that their children are happy and make good progress, especially in the development of their social skills. They particularly appreciate the trips and outings that children go on. n The childminder talks passionately about how her professional development has enhanced her provision and how she has changed her practice as a result. For example, children now take part in more trips into the local environment, enabling them to deepen their knowledge and understanding of the world and nature. The childminder has a clear plan for how she intends to improve her provision even further, such as by focusing on outdoor learning and exploring

p.3

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 allow children the time needed to finish in their chosen theme of play in order to further embed their learning n ensure that good practices in sharing and turn-taking are consistently reinforced so that these skills are fully embedded and that learning is not disrupted.

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Setting details

Unique reference number EY543063 Local authority Leeds Inspection number 10380835 Type of provision Childminder

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Registers

Early Years Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 6 Date of previous inspection 26 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Leeds. She operates all year round, from 7am to 6pm, Monday to Saturday, except for bank holidays and family holidays. The childminder offers government-funded places for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are 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 The inspector observed the interactions between the childminder and the children. 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

11 March 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

11 March 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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