Childminder 501874

Overall effectiveness Good

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

p.1

The provision is good

The childminder is passionate about supporting children to learn outdoors. She takes children on regular outings in the community. For example, children enjoy regular trips to a local community farm. The childminder supports them to take part in blackberry picking. She helps children to recognise which berries are safe to eat. The childminder supports children to learn about the fruits and vegetables that grow on the farm. She picks these with the children and takes them back to the setting to cook and eat. This supports children to learn about healthy eating and where their food comes from. The childminder takes children to music and singing sessions. This supports children's creative development and helps to develop their listening skills.

p.2

The provision is good

The childminder is enthusiastic in her approach to supporting children's play. She models excitement and curiosity to children. This, in turn, encourages their love for learning. All children who attend the childminder's setting develop positive attitudes to exploring the world around them. The stimulating programme of activities and experiences promotes children's play and, as a result, their behaviour is good.

p.2

The provision is good

The childminder has successfully met the actions raised at the previous inspection. She describes her duties to ensure suitable levels of supervision of children during outings. The childminder has attended further safeguarding training. As a result, her knowledge of child protection remains refreshed and up to date. The childminder understands the procedures to follow if she has concerns about children's welfare. She is dedicated to ensuring children's safety and well-being.

p.2

need to do better?

n Children show that they enjoy books and stories. They regularly take books to the childminder for her to read to them. The childminder is skilled at promoting conversation while sharing books with children. She introduces and revisits vocabulary. The childminder talks to children about their prior learning and experiences. Children enjoy talking to the childminder about the books they share. They develop their speaking and listening skills at a rapid pace. n The childminder supports children to develop their large- and small-muscle skills. For instance, she provides opportunities for children to strengthen their arms as they climb at the park. The childminder provides small toys for children to grasp and move. This helps children to become ready to learn how to hold a pencil and develop their early writing skills. n The childminder provides opportunities for children to count and use numbers. Consequently, children spontaneously say numbers and begin to recognise

p.2

need to do better?

amounts of objects. The childminder uses mathematical words to support their understanding of size and measure. Children show that they are developing a

p.2

need to do better?

17 September 2025 range of mathematical skills and language. n The childminder carries out regular observations of children. This helps her to identify gaps in their development or their next steps in learning. The childminder knows how to seek further support if she has concerns about a child's development. n The childminder uses toy dinosaurs and toothbrushes to promote children's understanding of good oral health habits. She uses books to support children's knowledge of diversity and faiths or cultures that may be different to their own. The childminder encourages children to make independent choices about their play and learning. Children receive high levels of support for their personal development. n The childminder uses a messaging app to communicate with parents and carers. She shares photos of children's experiences in the setting. This supports parents to be able to provide their own similar experiences to build on children's

p.2

need to do better?

learning. However, the childminder has not considered further ways to seek parents' views on her provision to support her to identify further areas for development. n The childminder is a member of a childcare professional group. She has developed links with other childcare professionals. The childminder watches webinars about the early years sector. She has made arrangements to seek support from local authority early years advisers. This supports the childminder to remain up to date with any changes in the early years sector. However, the childminder has not identified any targeted training opportunities to further build on her skills and knowledge. This does not fully support her to further raise and enhance the quality of her already good practice.

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.

p.3

should:

n consider further ways to seek the views of parents to support ongoing evaluation of the provision and identify any further areas for development n identify targeted training opportunities to build on practice, skills and knowledge and continue to raise the quality of care and education.

p.3

Setting details

Unique reference number 501874 Local authority Leeds Inspection number 10416707 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 4 June 2025

p.4

Information about this early years setting

The childminder registered in 2001 and lives in the Burley area of Leeds. She operates all year round, from 8am to 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 7 and works with a co-childminder. She offers government- funded childcare for children aged between nine months and four years.

p.4

Inspection activities

n The childminder discussed with the inspector how she organises the early years setting, including her aims and rationale for the curriculum. n Children spoke to and communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector and childminder carried out a joint observation of a group activity. n The inspector reviewed written feedback from parents about their views on the childminder's setting. n The inspector spoke with the childminder about her safeguarding knowledge and responsibilities. n The inspector spoke with the childminder about the leadership and management of the setting. n The childminder provided the inspector with a sample of key documents on request.

p.5

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.

p.5

Inspection activities

17 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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