Wright, Anne Marie

Inspection date

Previous inspection date 20 March 2018 1 July 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder provides a spacious and well-resourced play area for children to explore. She creates a warm and welcoming environment for children and their families.  The childminder has good working relationships with parents. They are confident to express their wishes and discuss their children's progress with her. This joint approach helps to ensure care routines are consistent.  The childminder has a good network of support through membership of a local childminding group. She works well with other professionals, such as schools and other practitioners to support children's learning.  The childminder provides children with opportunities to develop in all areas of learning outdoors. Children explore in a safe and exciting area. They enjoy exploring in the mud kitchen, fairy garden and using various climbing equipment.  The childminder is passionate about children's happiness and welfare and puts this at

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It is not yet outstanding because:

 The childminder does not plan precisely enough for children's next steps. Her plans are broad and sometimes do not provide enough challenge to extend children's learning.  The childminder does make the most of opportunities to enhance her professional development to help extend outcomes for children.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 plan more precisely for children's next steps to help them make rapid progress in their learning  build on professional development to enhance knowledge and practice.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The childminder has a good awareness of possible signs and symptoms that may cause concerns for child's welfare in her care, and knows where to report any such concerns to protect children. She has updated her safeguarding policies and procedures, which she shares with parents. Safeguarding is effective. The childminder re-shapes her provision regularly to ensure children experience variety in their play. For example, she borrows resources from a local group to help children develop an awareness of the differences between people in the community. Children learn to respect and value, people and families as they celebrate various cultural events. The childminder plans new experiences that support children in all areas of their learning that help them to make progress steadily in readiness for their eventual move on to school.

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Quality of teaching, learning and assessment is good

The childminder builds a picture of children's progress from the start with the contribution of parents. Her regular observations and tracking means she knows the children well. During play, the childminder shows skilful teaching as she interacts and questions children to promote their independent thinking skills. She encourages young children to repeat single words, developing their communication skills, and regularly counts with them to enhance mathematical awareness. Parents have positive feedback for the childminder and are more than happy with the care their children receive. The childminder makes parents aware of their children's achievements to support continuity of development at home. Children engage with activities and have good concentration skills, which supports their learning.

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Personal development, behaviour and welfare are good

The childminder supports all children sensitively, and considers their individual care needs well. In turn, children form secure relationships with her and develop a strong emotional well-being. Children enjoy a variety of healthy food and practise good hygiene procedures, such as washing their hands. The childminder establishes boundaries with the children from a young age. They begin to share resources and understand each other's feelings. Children use their imagination frequently in the small-world area where they talk about their families and pretend to ring them on the phone. The childminder gives children choices throughout the day to increase their independence. They feel valued and confident to express themselves.

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Outcomes for children are good

Children enjoy attending regular music and dance groups, developing their physical skills. They use these skills in play with the childminder as they access the outdoor area with confidence. In additional, children regularly bang on the xylophones and have a go at playing the flutes. Children all make progress from their initial starting points. Those who are new to the environment settle quickly and become happy in their play. Children are social and make friends both in and out of the setting.

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Setting details

Unique reference number EY394400 Local authority Leeds Inspection number 1104967 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 2009 and lives in Rothwell, Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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