Hirst-Branfoot, Mrs Emma Louise

Inspection date 5 December 2018 Previous inspection date 9 September 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Children are happy and settled with the childminder. These close relationships promote children's confidence and self-esteem successfully. n The childminder plans activities that follow the children's interests and support what they need to learn next. Children make good progress during their time in the setting. n The childminder promotes children's communication skills effectively. For example, she models key words and encourages children to copy them. Children communicate their needs well, such as using sign language and signing 'please' to ask for more fruit at snack time. n Children behave well. The childminder sensitively supports them to share and take turns with the toys. She is enthusiastic and consistently praises them for their achievements. n Children learn how to be independent. One example of this is children practising how to put their own shoes on successfully. n The childminder works in partnership with others successfully. For example, when

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This provision is good

children start at a new setting, such as another childminder's she supports them to build new friendships and settle in effectively. n The childminder has not implemented a targeted programme of professional development to help raise the quality of teaching and learning to a higher level. n The childminder does not gather detailed enough information about what children already know and can do at the outset of care, to help establish accurate starting points in children's learning.

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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

n make better use of professional development opportunities that focus on raising the quality of teaching and learning to a higher level n gather more detailed information from parents about what their children already know and can do, to help establish even more accurate starting points in children's learning from the outset of care.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed an evaluation of an activity with the childminder and had discussions at appropriate times during the inspection. n The inspector looked at a range of documents, such as children's observations and assessments, training records and a sample of policies and procedures. The inspector discussed self-evaluation with the childminder. n The inspector spoke to children during the inspection. n The inspector took account of parents' written feedback received for the inspection.

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Effectiveness of leadership and management is good

Overall, the childminder reflects on the quality of the setting and activities that she provides well. She has worked on the recommendations for improvement from the last inspection. Children go to the park and woods regularly and have lots of opportunities to learn about the natural world. For example, children enjoy finding slugs, spiders and worms in insect houses. They delight at taking a walk in the rain and have fun jumping in the puddles. Safeguarding is effective. The childminder can identify signs and symptoms of different types of abuse and neglect. She understands what action to take if she has any concerns about a child's welfare. The childminder identifies and minimises risk in the setting to help to keep children as safe from harm as possible. She has a registered assistant to support her work if needed. When the childminder works with her assistant she monitors his practice well.

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Quality of teaching, learning and assessment is good

The childminder monitors the progress that children make effectively. For example, she observes children playing and compiles a summary of their development. Parents are well informed about their child's progress, including through daily discussions and regular text messages. Children are keen to take part in activities. For example, they create a picture of a Christmas tree using a variety of paints. The childminder demonstrates how to use the different tools, such as a sponge dabber to make prints on the paper. Children enjoy making marks with their fingers and the childminder provides a commentary, talking about different colours and shapes. This helps to promote children's creative and communication skills effectively.

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Personal development, behaviour and welfare are good

Children make choices in their play and access resources by themselves. For example, they show good concentration while they persevere to fix the train track together. They enjoy spending times outdoors being physical, such as playing on the slide or filling and emptying containers in the water tray. The childminder works in partnership with parents to help to support children's care needs, such as sleeping patterns and dietary requirements successfully. Children have their own flannels for washing their hands and faces. They enjoy eating a variety of healthy foods. This helps to contribute towards children's good physical health and well-being.

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Outcomes for children are good

Children are achieving in line with expectations for their age. They develop a thirst for reading and spend long periods looking at books. For example, they lift the flaps and attempt to make sounds and say new words. They enjoy exploring technological toys, such as a steering wheel while they press buttons and move the lever to 'drive.' They learn about colour, shape and number through their daily activities and routines. For example, they count the steps as they come down the stairs and explore different shapes on a bead frame. This supports children to develop key skills in preparation for their future learning and in readiness for school.

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Setting details

Unique reference number EY439325 Local authority Leeds Inspection number 10069537 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 1 Total number of places 6 Number of children on roll 1 Date of previous inspection 9 September 2014

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Registers

The childminder registered in 2011 and lives in Gledhow, Leeds. The childminder operates term time only, from 8.30am to 5pm on Monday and Tuesday and 8.30am to 3pm on Wednesday and Thursday, except bank holidays and family holidays. The childminder occasionally works with an assistant.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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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Registers

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Registers

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Registers

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