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

The childminder creates a warm, welcoming environment where children feel settled, secure, and happy. She offers a home-from-home setting where children develop a strong sense of belonging. Her deep understanding of each child enables her to build secure, trusting relationships from the outset. Children clearly enjoy her company and confidently seek her out for comfort and reassurance whenever they need it.

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The provision is good

Children enjoy a curriculum that is both ambitious and varied, offering a mix of activities and experiences. The childminder thoughtfully plans learning that builds on each child's interests and developmental stage. Children display positive attitudes to learning. For instance, they eagerly observe real-life caterpillars they have been nurturing, making meaningful connections to the story of 'The Very Hungry Caterpillar'. Through this, they learn about the life cycle of butterflies, proudly telling visitors that butterflies drink nectar. All children make good progress, well-prepared for their eventual transition to school.

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The provision is good

The childminder sets high expectations for children's behaviour and establishes clear, consistent boundaries from the start. As a result, children behave well and show a strong understanding of what is expected of them. She supports children effectively in managing their emotions, creating a calm and reassuring environment. For instance, she encourages them to take a deep breath and count to three to help develop their patience. Positive behaviour is consistently reinforced through frequent praise and encouragement.

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need to do better?

n The experienced childminder has a strong understanding of how young children learn and is knowledgeable about the skills they need before starting school. She effectively uses assessments and observations to identify each child's next steps in learning. However, she has not yet established links with other settings to share information, which would support a more consistent and coordinated approach to meeting children's needs and individual learning goals. n The childminder plans a variety of daily outings that broaden children's understanding of the world around them. Children enjoy bus trips and visits to a range of exciting destinations, including wildlife parks, local parks, and the library. The childminder also attends weekly playgroups with other local childminders, providing opportunities for children to interact and play with their peers, which supports their social development. Additionally, children learn to

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need to do better?

celebrate diversity and embrace different cultures and beliefs through the childminder's own knowledge and experiences. n The childminder promotes children's health and well-being exceptionally well.

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need to do better?

25 April 2025 Children engage in daily physical activity and frequently visit the park, where they enjoy using larger play equipment. The childminder demonstrates a strong understanding of the importance of good oral hygiene. For example, children brush their teeth after dinner each day, and the childminder plans activities and initiates conversations to reinforce this learning. Additionally, children benefit from a variety of healthy snacks and nutritious, home-cooked meals provided each day. n Overall, partnerships with parents are strong. The childminder keeps parents well-informed about their children's day through daily conversations and regular photo updates. Parents speak highly of the childminder, describing the setting as a nurturing and safe environment that feels like a second home for their children. However, the childminder does not consistently share children's next steps in learning, which limits opportunities for parents to support and extend

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need to do better?

their child's learning at home. n The childminder promotes independence from an early age, placing a strong emphasis on child-led play. A wide range of resources and activities are thoughtfully arranged to encourage children to make their own choices. Children are guided in developing self-care skills, such as handwashing and using the toilet. The childminder also supports children in learning practical life skills, such as using knives safely to cut up snacks. She encourages perseverance, gently motivating them to keep trying until they are able to successfully slice pieces of strawberries and bananas. n The development of children's communication and language skills is given high priority. The childminder actively supports language development through meaningful conversations, shared reading, and the use of open-ended questions. She models correct pronunciation by repeating words accurately and gives

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need to do better?

children ample time to think and respond. Recent training has been used effectively to further enhance the childminder's skills, accelerating children's progress in speaking and communication.

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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 strengthen partnerships with other settings that children attend to ensure effective information sharing, promoting continuity in their learning and development n further support children's home learning by ensuring that parents are well-

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should:

25 April 2025 informed about the individualised next steps planned for their child's development.

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Setting details

Unique reference number EY219683 Local authority Leeds Inspection number 10392759 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 13 Date of previous inspection 7 October 2019

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Information about this early years setting

The childminder registered in 2002 and lives in Shadwell, Leeds. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 childcare qualification. She offers the government-funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder and the children and assessed the impact on children's learning. n Parents shared their views with the inspector through written and verbal feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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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.

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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.

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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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