Childminder EY551160

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Children are settled in the childminder's care and make suitable progress in some aspects of their learning. When activities capture their interest, children engage well. For example, they learn how to use their fingers to squeeze and open clothes pegs, which they use to pick up small objects. Children benefit from positive interactions with the childminder. They listen to simple instructions, share and take turns during their play. Children are encouraged to complete tasks for themselves and can ask for help when needed, using words and physical gestures to convey their wants and needs.

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The provision requires improvement

Children understand the childminder's expectations for their behaviour. They receive clear, age-appropriate explanations about why some behaviour is not acceptable. They are beginning to understand and manage their emotions. Children enjoy regular outings to the local park and play areas where they meet a wider group of children and develop their social skills. Children build on their physical skills, demonstrating how they can ride bicycles and scooters competently. Children learn to risk assess for themselves during these activities, so they begin to understand how to keep themselves safe. Good hygiene routines are implemented, and children begin to develop their independence in self-care. For example, they are encouraged to remove their boots after outdoor play and hang their coats on their pegs.

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need to do better?

n The childminder assesses children's progress to identify the next steps in their learning. She shares information with parents and other professionals if she has concerns about children's development. However, the childminder does not use the information she gathers to consistently plan challenging experiences that help children make good progress in all aspects of learning and development. n The childminder supports children to develop some key skills, such as independence, socialising with peers and hand-eye coordination. However, she does not ensure the curriculum builds on children's prior learning and embeds their knowledge. For example, she has not considered how she might use a toy octopus and a story about an octopus to extend children's understanding of the world, or link to their love of water play. n The childminder talks to children and sings to them as they play. During stories, she encourages younger children to repeat words and simple phrases. The

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need to do better?

childminder models putting words together, such as 'blue block' and 'red tractor'. This helps to develop children's vocabulary. However, not all children make good progress in their communication and language skills, particularly children who do not have English as their first language. The childminder has not considered how she might use children's home languages to support their development of

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need to do better?

23 September 2025 communication and language skills. n Children demonstrate they can count to ten. The childminder introduces early mathematical concepts into their play. For example, she shows them how to fill their scoop with lentils so that they can fill their empty container. The childminder helps children to solve problems when they work out how to build the train track, and how pieces fit into their puzzle. n The childminder demonstrates a suitable commitment to her own professional development. She is working with the local authority to make improvements to her practice. The childminder has reviewed her resources and introduced more toys that reflect children's interests. She has undertaken further training to improve her knowledge, such as working with children from birth to two years old. n The childminder keeps parents informed about the range of activities their children have participated in while they have been in her care. Parents confirm

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need to do better?

that the childminder shares any concerns about their children's development. However, the childminder does not promote a consistent two-way flow of information about what children are learning or are interested in at home. For example, she is not aware that children enjoy using tools to 'fix' things. This means the childminder does not fully support continuity in children's learning.

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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 continue to develop the curriculum, fully taking into account children's interests and next steps, so that they are consistently engaged in their work and play, sustain high levels of concentration and make good progress in all aspects of learning and development n provide opportunities for children who do not have English as their first language, to use their home languages and fully support their good progress in their development of communication and language skills n promote a consistent and effective two-way flow of information with parents about what children are learning at home and in the setting to support continuity for children.

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Setting details

Unique reference number EY551160 Local authority Leeds Inspection number 10411678 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 9 May 2025

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Information about this early years setting

The childminder registered in 2017 and lives in Leeds, West Yorkshire. She operates all year round, from 8.30am to 6.30pm, Monday to Friday, except for family holidays.

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Inspection activities

n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The inspector spoke to children about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how they evaluate the provision and their ongoing professional development. n The inspector reviewed relevant documents.

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Inspection activities

23 September 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 September 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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