Childminder EY546593

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 have a strong relationship with this nurturing childminder. They excitedly approach visitors and want to show them around the setting. Children talk about the favourite toys that they like to play with. Children evidently feel safe and secure in the childminder's care. They call her name to engage her in their play. Children's emotional well-being is at the forefront of the childminder's practice. She consistently encourages children and gives them choices about their play. This increases children's confidence in decision-making.

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The provision is good

The childminder plans her curriculum based on skills she knows children need before they go to school. She works closely with the local schools and focuses on children's independence, confidence and good levels of communication. The childminder gives children opportunities to be independent, such as by putting on their own coats and shoes. She plans fun and engaging activities based on children's interests. Due to this, children maintain high levels of engagement and make good progress overall.

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The provision is good

The children in the childminder's care are accepting of others. Older children support younger children to access resources, such as helping them put on dressing-up outfits. Children happily share resources between themselves and take turns with each other.

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need to do better?

n Children learn how to manage their own self-care and hygiene. They wash their hands independently before mealtimes and after messy play. Children access tissues to clean their own faces. They have individual cloths to dry their hands. The childminder uses these opportunities to promote children's understanding of the importance of personal hygiene. n The childminder's knowledge of child development is good. She uses this knowledge to identify next steps for children and ensure they are working towards achievable targets. However, the childminder does not always focus on each child's individual next steps when she plans activities and instead focuses on their interests. This means that children's learning is not always fully extended. n Children show a good understanding of the world around them. They grow many fruits and vegetables in the childminder's outdoor space. Children understand that occasionally their food comes from the plants they have grown. The

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need to do better?

childminder also has chickens. Children excitedly tell the inspector that they sometimes have eggs for their tea that have come from the chickens. n The childminder fosters an understanding of the importance of oral hygiene. Children understand what cavities and decay are and the rules around

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need to do better?

22 July 2025 toothbrushing. They relay these during an activity where children use play dough to create teeth and fillings. This shows that children's knowledge around oral hygiene is embedded. n The childminder creates strong bonds with parents and carers. They comment that the childminder is 'welcoming' and 'calming'. The childminder shares pictures with parents of what their children have been doing while with her throughout the day. Parents comment that they feel highly involved with their children's learning. n The childminder creates links with the local community. She takes children to visit the library and local parks. The childminder has an understanding of the limited diversity in the local area. She therefore introduces resources and celebrations to help children to prepare for life in modern Britain. n Children who attend multiple settings are supported in their learning at both settings by the childminder. She contacts other settings to share information

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need to do better?

about children's learning and progress. The childminder exchanges information about children's next steps and activities to help them to achieve the best possible outcomes. n Children develop gross motor skills in the childminder's outdoor area. They are able to climb and balance on a climbing frame. Children know how to keep themselves safe on outdoor resources. Children enjoy scooping and mixing sand and soil in the mud kitchen. n Children are respectful of the boundaries the childminder has. She reminds children of her expectations for their behaviour. For example, the childminder encourages children to tidy their toys away before moving on to the next activity.

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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 enhance planning to focus more precisely on children's next steps in learning to consistently build on their knowledge and skills.

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Setting details

Unique reference number EY546593 Local authority Leeds Inspection number 10388233 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 6 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 Drighlington, Leeds, West Yorkshire. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3.

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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 completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector and childminder carried out a joint observation of a group activity. n The inspector gathered comments from parents about their children's experiences at the setting. n The inspector interacted with children during the inspection.

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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

22 July 2025 22 July 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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