Hulland, Louise

Overall effectiveness Good

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

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The provision is good

Children play happily. They show good levels of confidence as they move freely around the safe and generally well-organised environment. Children have secure emotional attachments to the childminder and her assistant, both of whom know the children well. Children readily approach them and delight in receiving loving cuddles. New babies flourish and are very settled. They babble away, beam at adults and confidently practise their developing large physical skills. They receive warm and nurturing support. The childminder and her assistant have high expectations for children, overall. They have a secure knowledge of the educational programmes and what children know and can do. This helps them to plan generally well to support children's individual learning and prepare them for future learning. Children show a positive approach to learning and are keen to take part in activities, such as painting pumpkins. Toddlers explore the paint with their hands

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The provision is good

while older children make more purposeful marks and recognise colours. Children behave well. Where minor squabbles occur among toddlers, for instance over the same toy in the role-play kitchen, adults quickly defuse these. For example, they use effective distraction techniques and offer sensitive explanations about taking turns and sharing.

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need to do better?

n The childminder continually observes and assesses children's learning. Overall, she plans well for what children need to learn next and addresses possible gaps in their learning. She does this in close consultation with parents and other providers. For example, the childminder displays children's next steps for learning for parents and her assistant on footprints on the 'Our Next Steps to Success' display. She promptly identifies children working below expected levels in their development and secures early intervention and support. n The childminder organises toys and resources well to motivate older children, enable them to make choices and support their independent learning and focus. However, this is not as well considered to optimise babies' and toddler's engagement and focus and fully develop their curiosity in sensory media and materials. n Older children develop good early mathematical and literacy skills, in readiness

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need to do better?

for going to school. They draw recognisable figures and practise copying the letters of their name. They count objects and recognise concepts of weight such as 'heavy' and 'light'. Furthermore, the childminder uses spontaneous opportunities during care routines, such as snack time, to introduce numbers and counting. n The childminder and her assistant build on children's learning well in most respects. For example, the childminder's assistant encourages children to explore the pumpkins. She asks how the pumpkins feel and introduces new

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need to do better?

22 October 2019 words. However, older children do not always receive the highest levels of challenge and opportunities to deepen their knowledge and understanding as they play. n Children learn about practices that contribute to healthy living. They engage in good hygiene routines, have healthy snack options, and access ample fresh air and physical activity during outings. Children develop good levels of independence and are clearly familiar with the daily routine. For instance, they help to tidy up in readiness for their packed lunch. n The childminder and her assistant are good role models. They instil essential early social skills to help children play harmoniously alongside one another. They are respectful to the children and one another and they help children to value and appreciate differences between themsleves and others. n The childminder provides good support for her new assistant and has imminent

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need to do better?

plans to identify relevant training to enhance teaching and learning. The childminder reflects on many aspects of her practice. She has made good progress since her last inspection, including through continued professional development. n The childminder and her assistant support children's communication skills effectively. They model language and vocabulary well, and children listen intently to the childminder's exciting and engaging storytelling. Older children are clearly familiar with the favourite story as they join in with rhyming phrases.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant undertake good risk assessments, indoors, outdoors and for outings, to help children to stay safe in their care. Both have completed up-to-date safeguarding training. They have a secure knowledge of the possible signs of abuse and know who to report any concerns to where children may be at risk of harm. The childminder and her assistant supervise all the children well and pay careful attention to help to ensure that accidents are minimised.

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should:

n provide children under two years of age with greater opportunities to independently explore and investigate a wider range of media and materials, to enhance their focus and engagement n increase the level of challenge for older children and provide greater opportunities for them to deepen their knowledge and understanding during activities, to optimise their learning.

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Setting details

Unique reference number EY249193 Local authority Leeds Inspection number 10103306 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 to 11 Total number of places 12 Number of children on roll 22 Date of previous inspection 11 April 2019

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Information about this early years setting

The childminder registered in 2003 and lives in the Kippax area of Leeds. She works with an assistant and operates Monday to Friday from 7am to 6pm all year round, except for bank holidays and family holidays.

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Inspection activities

n The inspector observed the areas used for childcare purposes, activities indoors, and the interactions between the childminder, her assistant and the children. n The inspector carried out a joint observation of an activity with the childminder. n The inspector held a number of discussions with the childminder and her assistant. She looked at relevant documents, children's records of learning and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector viewed written feedback from parents.

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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.

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Inspection activities

22 October 2019 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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