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 relish their time at this fun and engaging childminding setting. The childminder has designed a safe and stimulating learning environment that sparks the children's natural curiosity. The childminder develops meaningful bonds with the children she cares for. She regularly checks in on their well-being and they seek her out for reassurance during the day. Children demonstrate a sense of belonging and security at the setting.

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The provision is good

The childminder plans ambitious learning programmes that sequentially build on what children already know and can do. She prioritises helping children to master a range of independence skills. These skills support children to move on to their next stage of learning, and eventually school, with confidence. For example, children manage their personal needs. They find their shoes and coats from individual tubs. They persevere and keep trying while putting them on.

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The provision is good

The childminder acts as an excellent role model and reflects the fundamental British values in her practice. Children follow her example and behave very well. They understand the childminder's clear expectations of them. For example, children explore cotton reels and string. They take turns, work collaboratively and share resources without prompting. Children praise one another's efforts and enjoy their time playing together respectfully.

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need to do better?

n The childminder uses ongoing assessments of the children to quickly identify any developmental delays. She understands the importance of raising any concerns with parents sensitively. She swiftly signposts parents to further support from health professionals. This work ensures children receive the right support at the right time and make continued progress. n The childminder provides activities that spark the children's imaginations. For example, children independently choose to play with magnetic shapes. They demonstrate good attitudes to learning as they make their unique designs. They keep trying and persist when their ideas do not work the first time. Children demonstrate a 'can-do' attitude to problem-solving, and high levels of self- esteem when they achieve their goals. n Overall, the childminder supports children's language development well. For example, she regularly reads, sings and converses with the children during the

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need to do better?

day. However, when introducing children to new words, the childminder does not consistently repeat these back to children, or repeat them in different contexts. This means children are not consistently supported to widen their growing vocabularies. n The childminder encourages children to be healthy and active. Children have

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need to do better?

27 March 2025 ample opportunities to access the fresh air. They enjoy trips to the park and Yeadon Tarn. They enthusiastically play on a range of equipment in the childminder's garden. For example, children kick balls, ride wheeled toys and practise their balancing skills. Children delight as they splash their hands in bubbly water. These activities help children to develop their core strength and large muscles. Children are developing positive attitudes towards health and exercise. n The childminder has developed meaningful relationships with parents. At handover times, the childminder keeps parents informed about their children's learning and development. However, she does not provide parents with enough information to help them support and extend their children's learning at home. n Children are supported to learn about the wider world in which they live. They enjoy numerous trips and excursions with the childminder. For example, the

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need to do better?

children recently visited Temple Newsam Farm. The childminder attends a regular playgroup where children can socialise with other children. This helps children to build up their confidence in larger groups. n The childminder plans activities to support children's small hand muscle development. Children carefully scoop bubbles with fishing nets and stack cotton reels into towers. Children use felt-tip pens to make marks and create unique pictures. These learning opportunities support children to develop their pre- writing skills. n Parents are very complimentary about the childminder. They appreciate her kindness and describe her as 'trustworthy' and 'highly professional'. They describe how her strong settling-in procedures ensure children settle quickly into her care. They are thrilled with their children's progress and how much their children love to attend the setting.

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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 further develop the curriculum for language development to ensure children are consistently supported to learn new words and widen their vocabularies n provide parents with more help and information so they can support and extend their children's learning at home.

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Setting details

Unique reference number EY385941 Local authority Leeds Inspection number 10380258 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 16 Date of previous inspection 3 June 2019

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Information about this early years setting

The childminder registered in 2008. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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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 their early years foundation stage 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 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.

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Inspection activities

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

27 March 2025 27 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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