Walton, Ashley

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 happy and settled in the care of the childminder. The childminder is patient and calm. Children giggle along with her when she playfully pretends to be tickled by a wet toy car being rolled up her arm by children. Children genuinely enjoy spending time with the childminder. The childminder treats children respectfully, and she acknowledges their feelings. She explains clearly why things need to happen. For instance, the childminder explains that they need to go inside to cook the pasta for lunch. These clear explanations help children to respond positively to transitions throughout the day.

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The provision is good

Children behave well. The childminder promotes positive relationships and turn- taking skills. She encourages children to let each other take turns to roll their vehicles down the ramp in the garden. The childminder reminds children to say 'please' and 'thank you' to each other. She models empathy when children are hurt. Children play contentedly together and show genuine care and concern for one another.

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The provision is good

The childminder has created an effective curriculum that focuses on helping all children make good progress. She places a strong focus on helping children to become independent. The childminder encourages children to remove their own shoes and put away their belongings. She gives children the opportunity to cut their own fruit at lunchtime with a specialised child-friendly cutting utensil. Children learn important skills that prepare them for future success.

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need to do better?

n The childminder knows children well. She has a good understanding of how children learn and develop. The childminder plans next steps to help children to move on to their next stages. However, some next steps for children's learning are not focused precisely on what children need to learn next to make the best possible progress. n The childminder places emphasis on providing children with a breadth of interesting experiences. For example, the childminder takes children out to visit local parks and attractions. They attend classes at the local children's centre and regularly attend forest school sessions. The childminder uses these experiences to help children to gain vital social skills and learn more about the world they live in. n The childminder offers a language-rich environment for children. She narrates children's play throughout the day. Children hear a range of vocabulary. The childminder introduces new words to children, such as 'mechanic'. She follows

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need to do better?

this up by explaining that a mechanic fixes cars. These clear explanations help to expand children's knowledge and support their developing communication and

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need to do better?

29 April 2025 language skills. n The childminder is skilled at knowing when children need help and when they need space to try and do things for themselves. For example, the childminder waits close by while children climb the stairs holding on to the handrail. She watches on as they cautiously clamber onto the small trampoline. Children learn how to manage risks and advance their large physical skills. n Children spend time deeply engaged in their play. Children scoop sand with the diggers and dumper trucks before rinsing the sand off the vehicles. They hum and sing as they concentrate on fitting the correct pieces into the animal jigsaw. The childminder encourages children to persist when they initially struggle. Children develop good focus and perseverance. n Through her interactions with children, the childminder models the names of shapes and colours. She describes the colours of the vehicles and the names of

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need to do better?

shapes as she plays alongside children chalking on the fence. She introduces counting and basic subtraction as she asks children effective questions when singing number rhymes. Children learn the basic knowledge and skills needed for their next stages of education. n The childminder promotes children's health and hygiene. She ensures that children wash their hands before eating. Children learn about the importance of good oral hygiene as they anticipate the routine of brushing their teeth after lunch. They eagerly go and find their own bed and lie down to rest after lunch. Children develop good habits that support a healthy lifestyle. n The childminder works in partnership with parents and carers. She has developed effective communication methods with parents, which support a two- way flow of information. The childminder regularly shares details about children's developmental stages with parents. She suggests activities and ways

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need to do better?

in which parents can help their children to make progress at home. Parents are appreciative of the practical advice that the childminder offers.

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.

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should:

n focus children's next steps in learning more precisely to extend children's learning and development further.

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Setting details

Unique reference number EY548288 Local authority Leeds Inspection number 10388225 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 4 Date of previous inspection 3 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Garforth, Leeds. She operates during term time, from 7.30am to 6pm, Tuesday to Thursday. The childminder holds a relevant childcare qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact on the 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

29 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

29 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

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