Wilson Melanie Anne

Wilson Melanie Anne

Unique reference number (URN): EY279465 Address: 9 Wensley Road, Leeds, West Yorkshire, LS7 2LX Type: Childminder Registered with Ofsted: 22/01/2004 Registers: EYR, CCR, VCR Registered person: Wilson, Melanie Anne

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children develop secure knowledge through a carefully sequenced curriculum that builds from their individual starting points. They make consistently secure progress across all 7 areas of learning and show growing confidence in their abilities. Children demonstrate high levels of engagement, persist with activities and make independent choices. Children with special educational needs and/or disabilities and those who face other barriers to their learning achieve well alongside their peers through targeted and responsive teaching and support.

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Achievement Strong standard

Communication and language development is a clear strength. Children use an increasingly wide vocabulary and express their ideas confidently. They listen attentively, enjoy songs and engage in purposeful conversations with adults and peers. Children regularly explore books and stories, which supports their language development and curiosity across learning. They demonstrate positive learning behaviours that support ongoing success. Consequently, all children are well prepared for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in this calm, positive and well-organised environment. Clear routines and consistent expectations help children feel secure and confident. The childminder establishes high expectations for behaviour and creates a culture of kindness, care and respect. She offers gentle reminders alongside consistent praise, which encourages positive behaviour and builds confidence. Children behave well and show consideration for others.

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Behaviour, attitudes and establishing routines Strong standard

Warm and trusting relationships between the childminder and children are a clear strength. Children seek reassurance when needed and confidently explore their environment. The childminder knows children well and responds sensitively to their individual needs. She considers children's age, stage of development and personal circumstances when supporting them to meet expectations. This helps children feel understood, valued and secure.

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Behaviour, attitudes and establishing routines Strong standard

Children develop secure social skills and learn to collaborate with others. They share resources, take turns and work together during activities. For example, the childminder uses a kindness jar where children add pom-poms to recognise acts of kindness. In addition, children enjoy exploring emotions cards and reading stories about feelings. This helps children reflect on their behaviour and celebrate positive choices.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular attendance through regular communication with parents. She explains how consistent attendance supports learning and emotional security. This helps children benefit fully from the curriculum and daily routines.

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Curriculum and teaching Strong standard

The childminder is highly reflective and committed to continuous improvement to secure positive outcomes for all children. She identifies areas for development and completes targeted training to strengthen practice. For instance, recent training in mathematical development has supported the introduction of new and varied learning opportunities. The curriculum is thoughtfully planned and builds on what children already know and can do. Children develop the knowledge, skills and confidence needed for their next stage of learning and eventual move to school.

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Curriculum and teaching Strong standard

The childminder places a solid emphasis on developing children's communication and language skills. She engages children in purposeful conversations using well-timed questions. Children are given time to think and respond, supporting confidence and understanding. Daily songs and story times introduce new vocabulary in meaningful contexts. For example, the childminder introduces the word 'nocturnal' when reading a story about owls. She explains its meaning clearly and encourages children to repeat the word. Consequently, children become confident communicators who express their ideas clearly.

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Curriculum and teaching Strong standard

Mathematical development is woven effectively into everyday routines and activities. During music sessions, children name shapes and count objects within stories. Regular assessment is used to identify children's next steps and inform teaching. The childminder adapts her interactions to meet the needs of children with special educational needs and/or disabilities and those who face other barriers to learning. She provides clear explanations and reassurance to help these children access learning confidently. Younger children develop fine motor skills through practical activities, such as painting and mark making. Older children are encouraged to predict outcomes, such as mixing colours and exploring cause and effect. Daily outdoor play and community outings support children's social, physical and cooperative skills. These experiences help children build confidence, resilience and positive attitudes to learning.

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Inclusion Strong standard

Children benefit from a highly inclusive and responsive learning environment that is carefully tailored to their individual needs. The childminder gathers detailed information from parents before children start, which supports accurate assessment of children's starting points. She takes time to get to know each child well and uses ongoing assessment to monitor progress and review support. As a result, emerging concerns are identified early, helping to reduce barriers to children's learning and wellbeing.

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Inclusion Strong standard

The childminder consistently uses a range of inclusive strategies to ensure that all children can succeed. For example, to support bilingual children, key words are gathered from home languages, and books are provided in those languages. This helps children to develop confidence and communication skills. Parents praise the additional support the childminder has embedded for their children. Activities and routines are adapted thoughtfully so children can participate fully. The childminder also provides sensitive support for children and families during challenging times, such as bereavement, which promotes children's emotional wellbeing and security.

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Expected standard

The childminder demonstrates a secure understanding of how to use additional funding to reduce inequalities. She explains how funding would be used to provide resources and experiences that children may not otherwise access. Children with special educational needs and/or disabilities receive ongoing tailored support. The childminder explains how she follows individual plans, reviews support and works closely with parents, professionals and external agencies, demonstrating a clear understanding of the graduated approach.

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Leadership and governance Strong standard

The childminder is reflective and uses self-evaluation, alongside feedback from parents and children, to secure ongoing improvement. She has a secure understanding of the setting's strengths and identifies areas for development. She engages actively in professional development, including recent training in mathematical development, which has strengthened curriculum delivery and children's outcomes.

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Leadership and governance Strong standard

The childminder makes decisions in the best interests of all children, including those with special educational needs and/or disabilities, and those who face other barriers to learning. She adapts the provision to meet children's individual needs and ensures that support is timely and appropriate. The childminder manages her workload effectively and prioritises her wellbeing to maintain consistent, high-quality care. She works in close partnership with other local childminders to share good practice and strengthen the provision.

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Leadership and governance Strong standard

Partnership with parents is a clear strength. The childminder completes daily handovers and shares children's learning and progress regularly. Learning journals are rich in photographs and observations, and parents contribute frequently to these records. This supports continuity between home and the setting. Parents praise the nurturing, loving and inspiring environment the childminder provides for their children and comment positively on their children's enjoyment of attending.

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Children's welfare and wellbeing Expected standard

Overall, well-embedded routines support children to develop early independence skills in preparation for their next stage of learning. For example, children help to tidy away resources and are offered choices in their daily activities. However, opportunities to further strengthen independence are not always fully maximised. For example, at snack time, children are encouraged to peel and prepare their own fruit. However, on occasion, the childminder is quick to step in and complete tasks for them. This means children are not consistently given sufficient time to practise age-appropriate self-help skills, which limits how well they are prepared for later learning.

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Children's welfare and wellbeing Expected standard

All children feel safe, valued and supported in the setting. Secure and responsive relationships are well established, enabling children to form secure attachments and engage confidently in daily routines. Children's physical development and health are promoted through daily outdoor play, safe practices and clear guidance. Children are supported to take manageable risks. For example, they are reminded to use safety knives appropriately at snack times and to sit safely on their chairs. Warm interactions and consistent reassurance help children recognise, express and manage their emotions. Children demonstrate emotional security, regulate their feelings increasingly well and show confidence to explore their environment and build positive relationships.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in this warm, welcoming and fully inclusive childminding setting. They are supported to feel safe, valued and well cared for, supporting them to settle quickly. Secure relationships help children to form solid attachments and emotional security. The childminder gathers detailed information from parents before children start. This enables routines and care practices to reflect children's individual needs. Children confidently explore their environment and seek reassurance when needed.

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What it's like to be a child at this setting

Children behave consistently well and develop positive social skills. They play cooperatively, share resources and take turns during activities and routines. For example, children work together to create artwork and respect each other's ideas. The childminder models calm communication and clear expectations. This helps children understand boundaries and manage their emotions. Children show kindness towards others and develop empathy.

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What it's like to be a child at this setting

The childminder delivers a highly ambitious and well-sequenced curriculum. It reflects children's individual starting points across all areas of learning. Purposeful activities capture children's interests and promote engagement. For example, during daily music and song time, children listen attentively and join in. They use props confidently to support participation and enjoyment. Children demonstrate curiosity, concentration and consistent positive attitudes to learning. This supports secure progress and preparation for next steps.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities, disadvantaged children and those facing other barriers to their learning receive highly tailored support. The childminder adapts routines, interactions and activities to meet individual needs. This ensures that children are included and participate confidently. All children make secure progress alongside their peers.

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What it's like to be a child at this setting

Children develop growing confidence through familiar routines and expectations. They make choices and are consistently supported to engage in activities. Daily routines support children's emerging self-care skills and responsibility. These experiences contribute to children's self-esteem and readiness for school. Excellent partnerships with parents also support continuity of learning, attendance and children's sense of belonging.

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Next steps

The childminder should allow children more time to do things for themselves to develop their independence skills even further.

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About this inspection

The inspector spoke with the childminder and children during the inspection. She looked at parents' written comments provided for the purpose of the inspection.

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Address:

9 Wensley Road Leeds West Yorkshire LS7 2LX

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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2 to 11

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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