Childminder in Leeds

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

p.1

The provision is outstanding

Children make exceptional progress at this outstanding childminding setting. The childminder has a deep understanding of how children learn. She uses her knowledge to develop learning programmes that expertly support children to build a wide range of skills sequentially. These important skills support children to move smoothly to new settings and eventually school.

p.2

The provision is outstanding

The childminder supports children's language development exceptionally well. She uses a range of strategies to support children to speak more and learn new vocabulary. For example, singing, commentating, reading and repeating phrases to children. She regularly checks in on children's understanding. She ensures that children secure the learning she has planned for them. This helps children make rapid progress in their language development.

p.2

The provision is outstanding

Supporting the children's well-being is at the heart of everything the childminder does. Excellent settling in procedures mean children settle fast into her care. Children have meaningful bonds with the childminder. They enjoy her warm and nurturing interactions. They snuggle into her for stories and seek her support during their play. Children's behaviour is exemplary. The childminder acts as an excellent role model and children mirror this in their exemplary behaviour. Older children support younger children with tasks and spot and celebrate when they have made progress in their learning.

p.2

need to do better?

n The childminder develops excellent professional partnerships with teachers at the local school and nursery. She finds out lots of information about how children learn at their other settings. She implements the same strategies and routines at her setting. For example, children find their own names and register themselves every morning. A wealth of information is shared about the children's progress and development which supports the children's continuity of care and rapid progress. Children are supported expertly to make a smooth transition to school and nursery. n Parent partnerships are robust and meaningful. The childminder involves parents at every step of their child's learning journey. She has worked hard to improve her practice since the last inspection. For example, she regularly shares her learning programmes with parents and provides families with duplicate resources to continue the children's learning at home. Parents are listened to and involved

p.2

need to do better?

in the children's assessments and progress checks. This ensures that children secure their planned learning and that they master their new learned skills. Parents receive lots of information about what the children have been learning and enjoying at the setting at handovers and digitally.

p.2

need to do better?

25 April 2025 n The childminder is passionate about her professional development. She is committed to improving her knowledge of child development and raising the quality of her interactions with children. She has undertaken a wealth of personal research into language development and attended a range of training programmes and tailored training courses. This has impacted her practice and, in turn, increased the rate at which children progress in their learning and development at the setting. The childminder is in a strong network of childminders with whom she shares best practice. She receives support to keep up to date with changes and regularly reflect on her practice and planned learning. n The childminder places a high value on inclusion and equality. She swiftly identifies possible developmental delays and knows how to raise these with parents. She ensures parents seek advice from health professionals in a timely

p.2

need to do better?

manner and implements targeted plans from professionals with integrity. This means all children, including those with special educational needs and/or disabilities make excellent progress. n The childminder carefully considers her curriculum for physical development. Children have many opportunities to develop their large and small muscles. She complements the resources at her home with those in the local area to ensure children learn the skills she has identified. Children enjoy regular access to fresh air and large open play spaces. They can play on large apparatus at local parks and indoor play facilities. Children enjoy hand strengthening exercises through sensory exploration, drawing and moulding with dough. n Parents are extremely happy with the service and report how the childminder goes 'over and above' to support the children and families who attend. They appreciate the wealth of information they receive from the childminder about

p.3

need to do better?

their children's learning and development. They are amazed at the rapid progress children have made in their language development and appreciate the number of trips and visits children enjoy at the setting.

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

Setting details

Unique reference number EY365622 Local authority Leeds Inspection number 10392150 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 11 Date of previous inspection 7 August 2019

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Whitkirk, Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers the government funded places for childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 Children spoke with the inspector during the inspection. 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.

p.4

Inspection activities

25 April 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.

p.4

Inspection activities

25 April 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6