Beevers, Jane

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

p.1

The provision is good

Children arrive happily and quickly settle down to play at this warm and friendly childminding setting. Children develop meaningful bonds with the childminder. She knows the children very well and uses this knowledge of the children to develop her ambitious learning programmes. She carefully plans next steps for the children that build on what they already know and can do. The childminder carefully reflects the children's interests in the activities she provides. For example, children enjoy activities that build on their experiences at home. This includes throwing and catching rugby balls and exploring different farm animals and the sounds they make. This work helps children to feel safe and secure at the setting.

p.2

The provision is good

Children behave well and demonstrate good attitudes to learning. For example, they raise their arms and cheer when the childminder presents a familiar activity to them. They are keen to help one another with tasks, take turns, and promptly tidy up their toys when asked to do so. The childminder has high expectations of the children. She prepares them well for their next move to school or nursery by teaching children specific skills, such as putting on their socks and shoes. Children are making good progress at the setting.

p.2

need to do better?

n The childminder develops strong parent partnerships. Work begins before the children start. She gathers a wealth of information from parents about the children's likes and dislikes and current levels of development. She shares lots of activities with parents to help them support their children's learning at home. This helps children to secure and remember their skills, and provides them with continuity. n The childminder is passionate about encouraging children to develop a love of reading. She has developed a library for the children. Books are easily accessible to the children throughout the day. The childminder provides children with a monthly reading book to take home and read with their parents. Children independently choose to sit and look through books during their day. They turn the pages and handle the books with care. They study the pictures and point at characters. n Children are learning early mathematical concepts. For example, they explore

p.2

need to do better?

shape and size as they complete jigsaws and build with connecting blocks. They sort animals into categories and identify similarities and differences. However, the childminder does not consistently introduce the children to maths vocabulary during her interactions, or weave maths language into the routines of the day. This means that children are not consistently supported to develop their skills further. n The childminder plans a range of stimulating activities. For example, children are

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need to do better?

26 March 2025 supported to develop their fine motor skills by undoing zips, buttons, sticky material and laces. However, at times, there are too many distractions in the environment and children lose their focus. For example, children are offered too many choices during a small world activity and the intended learning becomes diluted. This means they do not always fully benefit from the planned learning during adult-led activities. n The childminder plans a broad range of activities which supports children's physical development. The children run around, climb ladders, kick balls and ride scooters in the childminder's well-organised garden. They raise their heart rates and thoroughly enjoy being physically active together. The childminder provides a range of healthy snacks and teaches children about the importance of oral health. Recently, children have taken part in a healthy eating week. Children confidently wash and dry their hands and are learning to wipe their noses.

p.2

need to do better?

n The childminder is committed to professional development. Since her last inspection she has completed a number of training courses and undertaken her own personal research. She shares good practice with other childminders in her network. This work keeps the childminder's knowledge of child development up to date. n Parents are very happy with the service and report that their children are coming on in 'leaps and bounds'. They appreciate her support and describe her as friendly, supportive and approachable.

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 provide consistent support for children to develop their mathematical skills and understanding n minimise distractions in the environment so that children fully benefit from the planned adult-led learning experiences.

p.3

Setting details

Unique reference number 320749 Local authority Leeds Inspection number 10380683 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 19 June 2019

p.4

Information about this early years setting

The childminder registered in 2000 and lives in Pudsey, Leeds. She operates all year round from 8am to 5pm, on Monday to Thursday, except for bank holidays and family holidays.

p.4

Inspection activities

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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language n Children spoke with the inspector during the inspection. 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 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

26 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

26 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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