Gilpin, Haley

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 is kind and nurturing and children feel safe and happy with her. They demonstrate this by going to her for a cuddle when they are feeling tired or sad. The childminder works with parents to ensure settling-in sessions are suitable for children's individual needs. Sessions are built up over time to allow the childminder to get to know children and their families. This helps to ensure a smooth transition for all children, including those who find this transition challenging.

p.2

The provision is good

Children make good progress across all areas of development throughout their time with the childminder. Parents are pleased with their children's progress. The childminder uses her experience as a qualified swimming teacher to teach children to swim. The childminder ensures this activity is fully risk assessed to ensure children's safety. Swimming helps to support children's physical development and their confidence in water.

p.2

The provision is good

The childminder has high expectations for children's behaviour and supports them to share and take turns with toys. The childminder uses numbers on a clock as a strategy for supporting children. For example, when the big hand gets to the number six it is the other child's turn. Children look at the clock to see when it is another child's turn. This also helps children's early understanding of mathematical concepts, including how to tell the time with an analogue clock.

p.2

need to do better?

n The childminder plans a range of activities to develop children's early literacy and writing skills. Children enjoy listing to the childminder reading stories. This helps to develop an early love of books and extends their vocabulary. The childminder supports children to learn how to hold a pencil correctly, such as by drawing around shapes. Children's early writing is well supported as the childminder helps them learn how to correctly form some letters. n The childminder skilfully embeds a range of mathematical terms and concepts into children's play. For example, as children build a tower, the childminder uses descriptive words, such as 'tall'. She encourages children to find a specific number of cars and helps them to check how many they have. This helps to develop children's concept of number. n The childminder gathers information from parents about what children know and can do before they start. During their time at the setting, the childminder

p.2

need to do better?

completes detailed ongoing observations and assessments of how well children are getting on. This helps to check that children are achieving the expected levels of development for their age. However, the childminder does not use these assessments consistently well when planning new learning experiences for

p.2

need to do better?

16 May 2025 children. Sometimes, activities are not focused on what individual children need to learn next. This hinders their progress. n A range of activities are planned to support children's understanding of the world around them. Children learn about people who may be different to them through books and stories. The childminder embraces a range of celebrations and festivals through play. She teaches children about different foods, such as through an Arabian night, and about St Patrick's day. n The childminder completes training aimed at extending her knowledge and improving aspects of her practice. This includes, for example, how to support children with autism and keeping her first-aid training up to date. The childminder's good knowledge of national guidance around safeguarding means that she is confident about how to keep children safe. However, the childminder has not yet considered opportunities for her professional development that will

p.2

need to do better?

further improve her knowledge around local safeguarding procedures. n The childminder has a range of policies and procedures in place, including those relating to the use of the swimming pool. However, some policies are not regularly reviewed or updated to ensure they contain the most up-to-date and relevant information and guidance. This means that some details are inaccurate, information is missing and, therefore, not readily available. n Parents are very happy with the childminder. They have formed strong relationships with her. They are kept up to date of their children's progress, including using a daily diary to explain what children have been doing and have achieved. Parents acknowledge that their children make good progress while with the childminder.

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 use assessments carefully to plan new learning experiences that focus on what individual children need to learn next n explore professional development opportunities to further enhance knowledge around local safeguarding procedures n make sure that all policies and procedures are regularly reviewed and updated so that the most up-to-date and relevant information and guidance is readily available.

p.3

Setting details

Unique reference number EY294728 Local authority Leeds Inspection number 10392131 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 6 Number of children on roll 3 Date of previous inspection 6 August 2019

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Allerton Bywater, Castleford. She operates all year round from 9am to 3pm, Monday, Wednesday, Thursday and Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The setting provides government-funded childcare.

p.4

Inspection activities

n The inspector viewed the premises and discussed the safety and suitability of them. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, 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 The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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.

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Inspection activities

16 May 2025 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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