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 eagerly greet visitors at the door and confidently show them their toys and how to use them. They feel safe and secure with the childminder. Children are able to choose where to play, indoors or outdoors. Inside, the childminder promotes children's communication and language, such as when she expressively sings nursery rhymes. Children join in with the actions, taking turns to choose the next nursery rhyme. They use musical instruments to play along. The childminder uses picture cards to support children's understanding of which song comes next. Children excitedly name the nursery rhyme from the picture.

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The provision is good

The childminder encourages children to be very independent. Children feed themselves well and older children learn how to use cutlery. Children access drinking water from their bottles throughout the day. Older children pass the youngest children their drinking cups. Children are kind to each other as they get each other's shoes ready. They share the bicycles outside, reinforced by the childminder who praises children for helping others. Babies laugh along with older children and try to copy them. The childminder supports babies to develop their physical skills. For example, she encourages babies to pull themselves up or crawl over balancing blocks. The childminder promotes children to have a go themselves. She encourages them to take safe risks. This helps children's physical development to thrive.

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need to do better?

n The childminder knows children well. She has built strong relationships with their families. The childminder plans clear next steps in learning for children and shares these with parents. This helps to support continuity in children's learning. n The childminder has a vision for the skills and knowledge she wants children to learn. She has a strong focus on children's communication and language. The childminder uses visits to the local community to enhance children's vocabularies. Children enjoy visiting a variety of places, which the childminder uses to support children to understand about the world around them. n The childminder helps children to understand risks and how to keep themselves safe, such as learning about road safety. She reinforces these skills when visiting new places and on the daily walk to the local school. n Children are eager to try new things and willing to have a go themselves. The

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need to do better?

childminder promotes this by explaining and encouraging. She praises children as they achieve things, such as fixing the pipes on the water tray themselves. Children show pride in their achievements. n The childminder reads stories with expression and excitement. She includes children in the story, for example, by using words and actions, such as 'pop' and using their hands to 'squish'. Children show their love for stories as they

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need to do better?

23 April 2025 excitedly choose one to read. The childminder regularly takes children to the library to hear stories brought to life. n Parents and carers are highly complimentary about the service the childminder provides. They explain how confident and independent their children are. Parents love the places that the childminder takes their children. n The childminder provides access to indoor and outdoor play. Children choose where they want to play and what they want to engage with. For example, they develop their physical skills on the bicycles outside and kick balls around the garden. n The childminder listens as older children communicate their interests, wants and needs. She is patient with babies and encourages them to explore. However, the childminder does not always explain to babies what is about to happen next as she moves them from one area to the next. n The childminder has strong links with the local schools and nurseries. She

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need to do better?

regularly shares information and progress reports for children who are moving on to school. This helps children to smoothly transition on to the next stage of their education. n The childminder works with other childminders to gain support and advice. This also provides children with opportunities to socialise with more children. The childminder attends training with other childminders to support her learning and development. n Overall, babies receive good support from the childminder. They sit with her until they feel confident to join in. However, sometimes, they do not have the same access to experiences that the older children have. At times, the childminder does not provide resources to enable babies to fully engage in the opportunities available during focused activities.

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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 develop ways to enable babies to understand what is coming next n adapt focused activities to enable babies to fully engage and progress their skills.

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Setting details

Unique reference number EY549167 Local authority Leeds Inspection number 10388502 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 15 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Allerton Bywater which is situated between Leeds and Castleford. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the 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 on children's learning. n The inspector observed the interactions between the childminder and 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

23 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.

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Inspection activities

23 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.

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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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