Hulland, Louise

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

Children are happy and safe. They form close and trusting bonds with the childminder. Parents comment on how well their children have settled in. The childminder comforts children on arrival if they are feeling a little upset.

p.2

The provision is good

Children are awarded with 'wow moments' that celebrate their individual achievements. These are displayed on the wall and shared with parents. Children also celebrate their friend's achievements. For example, when children put on their coats independently for the first time, everyone cheers in delight. The childminder is clear on her behavioural expectations. She gently encourages children to take turns. Consequently, children are beginning to show high levels of respect for each other. Children declare, 'I have an idea' as they find additional toys for children to play with.

p.2

The provision is good

The childminder develops a curriculum around children's interests. These are embedded into a range of learning opportunities. For example, the childminder plans a range of activities around the current interest of insects. This helps to engage children and maintain their attention for longer. The childminder uses assessments effectively to identify children who may require additional support. She has a good understanding of child development and how to seek specialist support if necessary.

p.2

need to do better?

n Children become engrossed in their play. They engage with activities for long periods of time. For example, the childminder continues the theme of bugs outside. Everyone works together to explore the garden and look for bugs. Care is taken to ensure that all children can join in. n Children's communication and language skills are generally well supported. The childminder uses a range of language. She uses words such as 'shiny' and 'squishy' in play and asks questions to develop children's language further. However, the childminder does not plan activities well enough, particularly when her assistants are taking part in an activity together with her. For example, they talk over each other. This means adult language interrupts the flow of discussion. Additionally, children do not know who to listen to or answer first. n Children are beginning to learn about the world around them. The childminder teaches children about a range of festivals and celebrations. For example,

p.2

need to do better?

children learn about Chinese New Year and Eid. Children enjoy joining in with an activity video through the television. They take great enjoyment in singing 'hello' in a range of other languages. n The childminder makes some attempts to support children's early understanding of mathematics. For example, she supports children's understanding of length.

p.2

need to do better?

5 June 2025 On other occasions, numbers are hidden in the messy play to introduce number recognition. However, she does not use these interactions to deepen children's understanding of numbers. The childminder does not correct children when they count objects incorrectly. This means that children do not consistently have rich experiences to count and do not hear the correct number sequences. n Children are learning to be independent and know the routines well. They confidently put on their own shoes, coats and waterproof trousers. When they return from inside, they confidently carry their shoes back through the house and put them in the designated space. Children are taught about good hygiene practices. For example, they are supported to wash their hands when they come in from outside because they have been touching bugs in the garden. n The childminder is constantly reviewing her practice. She regularly discusses

p.2

need to do better?

potential changes with her assistants to ensure that they are working together. The childminder encourages her assistants to complete a range of training with her to ensure that their knowledge remains up to date. She is in a network with other childminders, which allows her to share good practice. n Parents are very happy with the childminder and would recommend her to others. They describe the childminder as a 'home-from-home' and feel their children are safe. They say children flourish and value the support they receive, for example, with toilet training. The childminder communicates with parents through daily diaries to ensure that they know what their children have been doing throughout the day.

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 review adult interactions to ensure that children have greater opportunities to develop their communication and listening skills n develop the curriculum around mathematics to build further on opportunities that arise during everyday routines and activities.

p.3

Setting details

Unique reference number EY249193 Local authority Leeds Inspection number 10392927 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 22 October 2019

p.4

Information about this early years setting

The childminder registered in 2003 and lives in the Kippax area of Leeds. She operates Monday to Friday, from 7am to 6pm, all year round, except for bank holidays and family holidays. The childminder works with an assistant and offers the government funded places for childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector talked to the childminder's assistant at appropriate times during the inspection and took account of their views. 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, her assistant and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views of the setting with the inspector through written

p.5

Inspection activities

feedback. 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

5 June 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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