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 confident in their learning, and they show enthusiasm to explore the home environment, both indoors and out. They are provided with opportunities to engage with various toys that provide stimulation. For example, outdoors, children are able to access a sand and water table with resources that help to develop their fine motor skills. Indoors, the children are able to select various resources, including books, that supports their communication and language skills, as well as their understanding of early literacy. The childminder's outdoor area also provides opportunities for children to develop their physical gross motor skills by kicking footballs and balancing on a beam. The childminder also provides opportunities to explore the local area by visiting playgroups and the local library.

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The provision is good

The childminder works hard to develop and maintain positive relationships with the children in her care. These enable children to feel safe and secure. The childminder also provides consistent daily routines that support children's development and feelings of stability and security. The childminder promotes children's independence and personal care routines well. For example, children are encouraged to use the toilet facilities independently and clean their hands regularly before meals. The childminder speaks to children with respect, which encourages them to do the same to others. She values children's ideas and opinions and takes account of these when planning activities and outings.

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need to do better?

n The childminder takes time to get to know and understand the children in her care, so she knows how to help them develop and learn. For example, she considers a balanced curriculum that focuses on developing children's physical, social and communication skills, along with a particular emphasis on early literacy. n Children are encouraged to think independently. This helps them to develop their confidence and self-esteem. For example, children choose their own fruit for snack time before eating it, as well as deciding where they will have it. n The childminder supports children's communication and language development. She does this by listening to their conversation skills and then applies this knowledge to introduce new words to the children, including words, like 'mountain' and 'beach'. This broadens children's vocabulary range. Children are also confident to talk about what they enjoy doing and engage in meaningful

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need to do better?

conversations with the childminder. Children share their ideas and listen to others when they speak, which develops their social skills. n Parents report that they are happy with the care and learning their children receive. They say that their children enjoy their time with the childminder and that they value the variety of activities provided. Parents use words, like

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need to do better?

20 March 2025 'nurturing' to describe the childminder's setting. n The childminder encourages positive behaviour by praising children for their efforts and achievements. She supports their understanding by having rules and boundaries for the setting. For example, children are reminded to share and take turns. This supports children's personal development. n The childminder arranges visits to the local library, in order to promote children's literacy skills, where the children can explore the range of books. This is also supported in the childminder's setting as children's love of reading is extended. For example, children choose to look at a book with the childminder in the outdoor playhouse. The childminder looks at the images in the book and engages in playful conversations with the children. n The childminder works hard to develop consistent routines for children. Children have their needs met promptly as the childminder is quick to act. She is able to

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need to do better?

recognise when children need further stimulation in their learning and are supported with their understanding of what comes next. This enables children to feel comfortable and confident while in the childminder's care. n The childminder plans for children's further development and considers their next steps for learning. This is based on the observations she makes. Although she considers children's development stages when planning and when she is delivering activities, she does not consistently use her information well enough to vary the learning for each child. This impacts on the progress they make.

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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 make better use of assessment information when implementing activities to further support children's learning.

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Setting details

Unique reference number EY501046 Local authority Leeds Inspection number 10372675 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 14 Date of previous inspection 30 April 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Leeds. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The inspector spoke to the children about what they liked to do. n The inspector carried out observations of activities that the childminder presented and her practice. 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 The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

20 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

20 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

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

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