Bottomley, Donna

Inspection date 31 May 2019 Previous inspection date 27 May 2016

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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 The childminder is gentle, caring and nurturing. She takes time to get to know children's individual personalities well. Children form strong attachments with the childminder and are safe, secure and happy in her care. n The childminder effectively monitors children's individual progress to identify any gaps in their development. Children make good progress from their individual starting points. n Partnerships with parents and other professionals are good. The childminder keeps parents informed about what their children have been doing and what they are learning. She shares ideas and suggestions with parents about how they can support their children's learning at home. Parents are very complementary about the setting and are happy with the quality of children's care and learning. n Children learn about the world around them and enjoy a range of activities that promote diversity. For instance, they grow their own vegetables in the childminder's

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This provision is good

garden and enjoy various outings in the local community. n The childminder provides lots of opportunities for children to develop their literacy skills. For example, children enthusiastically use non-fiction books to learn about the insects they have seen on their bug hunt in the garden. n On occasions, the childminder interrupts children's self-chosen play and does not allow them time to explore their own thoughts and ideas.

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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 allow children more time to explore their own thoughts and ideas during self-chosen activities.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning. n The inspector observed a planned activity and jointly evaluated the teaching with the childminder. n The inspector viewed a range of documents, including children's records, policies and procedures, and checked evidence of the suitability of adults living on the premises. n The inspector held a number of discussions with the childminder at appropriate times throughout the inspection. n The inspector took account of the views of parents through the written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder keeps children safe. She knows the signs and symptoms that may indicate a child is at risk of harm. She knows the correct procedures to follow and who to contact should she have any concerns about a child's well-being. The childminder regularly reflects on her practice. She seeks the views of children and parents to drive forward improvements. The childminder keeps her knowledge up to date. She completes regular training which has a positive impact on the setting and outcomes for children. For example, the childminder attended some training about schematic play and made information leaflets to share with parents.

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Quality of teaching, learning and assessment is good

The childminder observes children carefully during play. She knows how children learn and develop and uses children's interests to inform her planning. Children participate in a wide range of exciting activities to help them to progress in their learning and development. For example, children enjoy making tracks using cars in paint. Later, they wash the cars in the childminder's home-made car wash. The childminder interacts with children in a very natural way. She supports their communication and language development well. Children talk about their experiences of getting haircuts and describe the similarities and differences between each other. They enjoy their time with the childminder and are engaged and motivated in their learning.

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Personal development, behaviour and welfare are good

The childminder provides an engaging and homely environment for children. She meets children's emotional and physical needs. Children are very active and use the childminder's garden daily. They have access to a range of resources, such as ride-on toys, tunnels and slides, which help to develop their physical skills. Children are confident and self-assured. They develop their independence in managing their own self- care needs. Children are well behaved. They play cooperatively together and develop good friendships. They listen to the childminder and follow the rules and boundaries in place. Children use scissors to make snips in paper and have discussions about safety as they begin to manage their own risks.

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Outcomes for children are good

Children make good progress from their starting points and are working comfortably within the range of development expected of them for their age. They develop the skills they need for the future. For example, children show high levels of confidence in speaking and listening and value and respect others. Children are well prepared for their move onto nursery or school.

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Setting details

Unique reference number EY336800 Local authority Leeds Inspection number 10064378 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 0 - 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 27 May 2016

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Registers

The childminder registered in 2006. She operates all year round from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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

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Registers

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Registers

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Registers

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