Calvert, Julie

Overall effectiveness Good

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

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The provision is good

The well-qualified childminder creates a welcoming and homely environment where she provides a curriculum which focuses on children's individual learning needs. She monitors children's development regularly and uses this information to identify and address any gaps in learning. The childminder promotes children's natural curiosity as they develop an understanding of the world around them. Children show great interest in life-cycle activities. For example, they confidently explain how caterpillars grow, develop and then become a butterfly. Children competently use binoculars to watch birds feeding in the garden. Partnerships with parents are very good. The childminder encourages parents to bring their children for settling- in visits before children start. This helps children to make a smooth move to her setting and they settle with ease.

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The provision is good

The childminder has high expectations of children's behaviour. She is a very good role model for children and sensitively helps them to learn how to share toys and resources. Children behave very well. The childminder offers children continuous praise and encouragement for their achievements. This supports their self-esteem and confidence. Children are able to freely explore the carefully considered resources available to them. They are confident in their environment and invite the childminder to join in with their play and ask for support without hesitation. Children acquire many key skills needed for their future learning and eventual move on to school.

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need to do better?

n The childminder focuses well on supporting children's good communication and language. She repeats words they say to help children to understand the correct way to say the word. Children enjoying looking at books with the childminder. They extend their language while they repeat words and phrases. n Children develop their understanding of early mathematics as they play. For example, they use their fingers to point at the images and they count, with help, up to five. This helps children to use their counting skills. Children confidently use concepts such as 'more' and 'less' as they count how many paper bun cases they need during a baking activity. n The childminder works well with parents and shares two-way information to support children's care and learning between the setting and home. However, partnerships with other settings that children attend are not as effective. The childminder is not always aware of children's achievements and progress in

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need to do better?

other settings. n Children develop their physical skills in preparation for writing. They make marks and access a wide variety of resources. Children are very proud of their achievements and eagerly show their pictures to the inspector. For example,

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need to do better?

28 January 2020 they excitedly say that they have drawn a rainbow and correctly name the different colours they have used. n The childminder supports children's physical health and well-being effectively. For example, children enjoy daily opportunities to be active. They go for walks and play outdoors. The childminder encourages children to make healthy choices at snack time and helps them to learn self-care routines. Children confidently wash their hands with minimal support before eating their snack and after using the toilet. n Children use their imaginations in the role-play area. They pretend to feed their baby dolls, using other resources to represent a bottle. They learn about how things work and develop skills in using programmable toys and musical instruments. However, on occasion, the childminder steps in too soon to help children, without giving them the time to do things for themselves. n The childminder respects every child and celebrates their own and other people's

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need to do better?

festivals and traditions. She is always looking for new opportunities to expand children's knowledge and understanding of their immediate neighbourhood. Children enjoy many trips to nearby parks and woods, and they benefit from regular outings to playgroups and soft-play centres. This helps to build on children's confidence in social settings. n The childminder reflects on her practice and evaluates the effectiveness of her setting. She makes plans to improve her setting for the benefit of the children in her care. The childminder attends regular training and meets with other childminders to keep her professional development and knowledge up to date. This helps to contribute to the good learning environment that children benefit from.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility in relation to child protection issues very well. She has a good understanding of wider safeguarding issues, such as protecting children from being exposed to extreme views and behaviours. The childminder knows how to report any child welfare concerns to the relevant professionals. The environment is secure, clean and tidy. The childminder carries out thorough risk assessments on her home and for the outings she takes with the children. She minimises hazards and supervises children well to help keep them safe from harm.

p.3

should:

n give children the opportunity and time to do things for themselves to further develop their independence

p.3

should:

28 January 2020 n consider more ways to strengthen partnerships with other settings children attend to support and complement children's care and learning experiences.

p.3

Setting details

Unique reference number 320307 Local authority Leeds Inspection number 10064353 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 25 May 2016

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Information about this early years setting

The childminder registered in 1999 and lives in Tingley, West Yorkshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three-year-old children. She holds an early years qualification at level 3.

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Inspection activities

n The inspector and the childminder completed a learning walk of the childminder's home to understand how the early years provision and curriculum are organised. n A joint observation was carried out by the inspector and the childminder. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector viewed a selection of children's records and policies. She checked evidence of the suitability of adults living in the premises. n The inspector took account of parents' written views about the setting.

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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

28 January 2020 28 January 2020 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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