Hirst-Branfoot, Mrs Emma Louise

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy and cheerfully welcome visitors to the setting. They receive individual care and attention, which supports their emotional well-being. The childminder's warm and affectionate approach contributes to the close bonds she builds with children and their families. This helps children to settle quickly. Children are confident and independent. They freely choose from a range of toys on offer and enjoy their play. However, the childminder does not have a secure understanding of how children develop and learn to enable her to plan an ambitious curriculum. This impacts on the progress children make.

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The provision requires improvement

In general, behaviour is good. Children are kind and caring and say please and thank you at appropriate times. They respond positively to the childminder's expectations, for example, when she offers gentle reminders to take turns and share. However, there are some inconsistencies. The childminder does not always reinforce expected behaviour. This means that children do not get to know that some rules and boundaries are there to keep them safe. Children benefit from opportunities to visit playgroups and parks in the local community. This enables children to mix with other children and helps them to build social skills in preparation for their eventual move to school.

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need to do better?

n Children enjoy their time with the childminder. However, she does not have a secure understanding of the seven areas of learning that form the basis of her curriculum. The childminder has not kept her knowledge of the learning requirements and her teaching skills up to date. This means that she is not able to consistently plan learning that builds on what children already know and can do. n There are a range of toys for children to play with and the childminder plans some activities. However, the childminder does not have a curriculum in place that supports children across all areas of learning. She cannot confidently state what she wants children to learn from their activity choices. This impacts on her planning and limits the learning opportunities available while children play. n Overall, children's behaviour is good. However, there are times when the childminder does not effectively support children to understand why some rules

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need to do better?

and boundaries are in place. For instance, children do not always remain seated when eating, even though the childminder reminds them to finish what they are eating first. n The childminder ensures that mandatory training is up to date, such as first aid and safeguarding. However, current arrangements for reflecting on her practice do not help to identify where improvements are needed. Consequently, she has not recognised the need to improve her understanding of the learning and

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need to do better?

9 September 2024 development requirements. n Children develop some mathematical skills. They learn to count and know some basic shapes. Children learn about weight during monthly baking activities. This helps them to gain some key skills in preparation for starting school. n The childminder supports children's communication development effectively. She speaks clearly, holds conversations with children and sings songs with them. The childminder pronounces words correctly and encourages younger children to repeat the words back to her. n Children are supported to learn about healthy lifestyles and hygiene practises. For instance, they drink water to keep themselves hydrated and prepare and eat strawberries for their snack. Children know to wash their hands at key points during the day. This includes before eating and after using the toilet. The childminder provides opportunities for children to be physically active each day.

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need to do better?

For example, children regularly walk to school and enjoy swinging on the monkey bars at the local park. n Parents are happy with the care children receive. The childminder works in partnership with parents to keep them up to date with what children have been doing at the setting. She sends them daily photos, which show what activities children have enjoyed. The childminder gathers key information about children before they start. This includes a basic overview of what children already know and can do. Parents comment that the childminder is creative and supportive and is like 'a star' to the family.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Due date

undertake further professional development opportunities to help increase the level of knowledge of how young children develop and learn 09/10/2024

p.3

Due date

develop and implement a curriculum to clearly establish what children will learn and achieve in each area of learning 09/10/2024

p.3

Due date

9 September 2024 support children to understand why rules and boundaries exist and how they can keep themselves safe. 09/10/2024

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should:

n use self-evaluation more effectively, to identify weaknesses and to raise the quality of practice further.

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Setting details

Unique reference number EY439325 Local authority Leeds Inspection number 10357580 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Gledhow, Leeds. The childminder holds an appropriate early years qualification at level 3. She operates Monday to Friday, from 7.30am to 6pm, term time only. The childminder offers the government funded places for childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

9 September 2024 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

9 September 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.

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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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