Hall, Julie Marie

Inspection date 4 September 2018 Previous inspection date 19 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 Children progress well in their learning. The childminder regularly observes and assesses their development, identifying what they need to master next. She provides a good range of activities across the areas of learning, taking account of children's interests, such as a love of arts and crafts. The childminder keeps informative records of learning, sharing these with parents. n Children show that they are happy, settled and secure in the childminder's care. They form close bonds with the childminder, enjoying her good-quality interaction as they play. n The childminder models calm, respectful and polite behaviour. She consistently offers praise and encouragement to help children to develop a positive approach to learning new skills and grow in confidence. n The childminder creates a safe, calm and orderly environment. This helps children to concentrate, engage well and move around freely to lead their own play and develop

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This provision is good

independence. n Children have ample fresh air and exercise, which contribute successfully to their physical well-being. Toddlers love being outdoors and delight in practising their developing physical skills in the spacious garden.

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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 strengthen the arrangements for working in partnership with other providers, to support children's move to a new setting and prepare them emotionally for their future learning n develop processes for identifying key areas for improvement and professional development, to provide a clear focus on what would have the greatest impact on the quality of teaching and learning to raise this even further.

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What the setting needs to do to improve further

n The inspector observed activities indoors and outdoors, and the interactions between the childminder and children. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. 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 spoke to parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder keeps mandatory training updated, such as first aid, and utilises written policies and procedures and additional documentation to promote the efficient and safe management of the setting. She carries out regular checks to help ensure the premises are safe for children to play. The childminder recognises when children may be at risk of harm from abuse. She understands the correct action to take and whom to contact if she has concerns of a child protection nature. Parents give positive feedback about the care of their children, their involvement in their children's learning and the good progress made.

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Quality of teaching, learning and assessment is good

The childminder enhances children's learning opportunities and socialisation through a variety of outings. She knows the children's stage of development well and uses this information to support and build on their learning. As toddlers investigate stacking resources, she introduces early problem-solving skills, modelling how the plastic pots fit inside one another. Children aged three years show great creativity as they express their own ideas using paint and interesting collage materials. The childminder highlights how the primary colours change when mixed together. As children use the dome-shaped art sponge to make marks, the childminder points out that the shape and pattern looks like a hedgehog. She suggests to children that they could use the straws to create the hedgehog's prickly back and suggests they look at the photographs of the hedgehog that visits the garden regularly.

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Personal development, behaviour and welfare are good

The childminder works closely with parents to settle children in and find out about their individual needs and what they already know and can do. She understands and responds to toddlers' care needs, such as knowing when they need a nap. This helps to promote their physical and emotional well-being. The childminder supervises toddlers closely as they learn about risk while negotiating the steps to the top of the slide. Children aged three years are very sociable. They patiently wait for their turn while playing a matching game with the childminder and they use good manners. They delight in looking at their records of learning with the childminder, recalling and reflecting on their learning since they started as a baby. Toddlers are developing early communication skills, using single words and gestures to make their needs known.

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Outcomes for children are good

Children develop a range of skills in readiness for future learning, including going to school. They behave well, have a positive approach to learning and persevere with tasks. For example, children aged three years complete a complex puzzle. They use the box lid as a guide, turning the pieces around before skilfully slotting them into place. They communicate confidently and demonstrate good early literacy skills. For example, they use a paintbrush to create different marks, such as circles and lines, explaining that they have painted an aeroplane. Toddlers learn about early mathematics as they build a small tower with blocks and attempt to fit shapes into a simple shape sorter.

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Setting details

Unique reference number EY288178 Local authority Leeds Inspection number 10064370 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 - 6 Total number of places 6 Number of children on roll 3 Date of previous inspection 19 May 2016

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Registers

The childminder registered in 2004 and lives in Beeston, Leeds. She operates all year round, from 7.30am to 5.30pm on Monday to Thursday, except for family holidays and bank holidays.

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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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