Harrington, Adele

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

p.1

The provision is good

The childminder places a strong focus on ensuring that children feel emotionally secure. She knows that this is important to ensure that children are ready and able to learn. The childminder and her assistant offer children regular cuddles and reassurance when they need it. This helps children to feel safe and settled in their care, and enables them to become happy learners.

p.2

The provision is good

The childminder monitors children's learning and progress. This helps her to identify the skills and knowledge that she wants children to learn next. The childminder promotes children's positive attitudes to their learning through exciting activities that are based around their interests. Children join in with the fun opportunities to learn provided by the childminder. For example, she supports children to play games together. Children show high levels of engagement and enthusiasm as they play. They learn to be patient and wait for their turn. This helps children to develop their social skills and build relationships with others.

p.2

The provision is good

Children follow the childminder's instructions and daily routines well. For example, they help to tidy away the toys quickly at the end of a play session. Children receive regular praise from the childminder for their efforts. She helps children to learn to say 'please' and 'thank you'. This supports children to know what is expected of them and helps them to learn how to show respect for each other. Consequently, their behaviour is good.

p.2

need to do better?

n The childminder uses themes and topics to introduce children to new ideas and words. She uses story sacks with props and resources to promote a love of books and reading. This helps to build children's vocabulary and communication skills. n The childminder provides focused activities that children enjoy and engage well with. However, the childminder does not ensure that all activities consistently support children to learn at their stage of development. For example, children of varying ages take part in the same focused mathematical activity. Younger children benefit from some parts of the activity. For instance, they learn to say numbers in the correct order when counting. However, other aspects are too challenging for some children. This does not ensure that children always fully benefit from some learning opportunities. n The childminder provides children with regular opportunities for physical and

p.2

need to do better?

outdoor play. Children enjoy daily play sessions in the childminder's garden. They have opportunities to learn how to ride wheeled toys or play with balls and hoops. The childminder takes children to the play centre to practise running and climbing. These varied experiences help children to develop their physical and

p.2

need to do better?

11 July 2024 large-muscle skills. n The childminder provides opportunities for children to manage some of their own personal needs. For example, older children use the toilet by themselves. Children eagerly wash their hands before eating. However, the childminder does not consistently encourage children to do other tasks themselves. For example, she sometimes wipes older children's hands for them after painting. She does not always support children to be involved in setting up their own play and learning activities. This does not fully support children to build confidence in their independence skills. n Parents and carers report that their children enjoy attending the childminder's homely setting. They say that the childminder communicates well with them. Parents receive photos and messages about children's daily experiences and learning. They praise the childminder for the care and support that she provides

p.2

need to do better?

for both them, and their children. Parent partnerships are strong. This ensures that the childminder and parents work together to meet children's needs. n The childminder seeks advice and guidance from a local authority early years adviser. She attends network meetings and coordinates training sessions with other childcare professionals. This helps the childminder to continue to develop and improve her own and her assistant's skills and knowledge. n The childminder reviews her practice and her setting to make continuous improvements. For example, she has adapted her garden to ensure that babies have space to develop their physical skills when playing outside.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen the planning and organisation of focused activities, to ensure that children consistently take part in suitably challenging learning opportunities that are appropriate to their stage of development n extend the opportunities for children to develop their independence skills and do more for themselves.

p.3

Setting details

Unique reference number EY471034 Local authority Leeds Inspection number 10351246 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 22 Date of previous inspection 18 October 2018

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Crossgates, Leeds. She operates all year round from 7.30am to 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder discussed with the inspector how she organises the early years setting, including her aims and rationale for the curriculum. n The inspector spoke with the childminder and her assistant about their safeguarding knowledge and responsibilities. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity with the childminder. n Parents shared their views on the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documents on

p.5

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.

p.5

Inspection activities

11 July 2024 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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