Harrison, Kirsten

Harrison, Kirsten

Unique reference number (URN): EY296246 Address: 31 Violet Road, East Ardsley, Wakefield, Leeds, WF3 2NH Type: Childminder Registered with Ofsted: 18/01/2005 Registers: EYR, CCR, VCR Registered person: Harrison, Kirsten Jane

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make inspiring progress from their individual starting points. They are supported to build securely on what they already know in a sequential way. Children develop confident communication skills through meaningful conversations and shared thinking, extending their vocabulary and understanding.

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Achievement Strong standard

Children with special educational needs and/or disabilities receive timely, targeted support that helps to remove any barriers to learning they may have and increases their confidence and achievement. Individual care needs, including support with toileting and self-care, are carefully addressed so that all children achieve well.

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Achievement Strong standard

Through consistent routines and play-based experiences, children become increasingly independent and capable. They demonstrate enthusiasm, resilience and a positive attitude towards new challenges. Children gain secure knowledge, a broad range of skills across the areas of learning and the confidence and independence needed for their next stage of education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets high and consistent expectations for children's behaviour. She encourages them to develop positive attitudes to learning. Strategies are shared with parents and understood by children. The childminder actively promotes the importance of regular attendance and punctuality, helping families to establish strong routines that prepare children well for future transitions, including school.

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Behaviour, attitudes and establishing routines Strong standard

A harmonious, respectful culture is embedded throughout the setting. Warm, trusting relationships enable children to feel safe, valued and confident to express their emotions appropriately. Highly effective teaching supports children to regulate their feelings, develop positive emotional health and understand clear boundaries. The childminder is an inspirational role model, explicitly teaching kindness, respect and important skills to succeed, such as focus, patience, resilience and flexibility in thinking.

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Behaviour, attitudes and establishing routines Strong standard

Children collaborate well, build on each other's ideas in imaginative play and communicate effectively during shared activities. Praise is used purposefully to reinforce positive behaviour and resilience. The childminder adapts her expectations and teaching to reflect children's developmental stages and individual circumstances. As a result, children demonstrate independence, concentration and consistently positive attitudes to learning while playing with the childminder.

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Children's welfare and wellbeing Strong standard

Photos displayed in the childminder's home show shared experiences and prompt discussions. Children recall past experiences. Remembering events from the past, they demonstrate that they are emotionally secure. Parents report feeling listened to and are reassured that individualised care supports children's secure progress in self-help skills and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder implements clear, well-embedded policies that prioritise children's welfare, health and wellbeing. These are shared effectively with parents and consistently applied. The environment is safe and welcoming and supports children's emotional security, enabling them to enjoy play and learn with confidence.

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Children's welfare and wellbeing Strong standard

The childminder knows each child well and responds swiftly to their individual needs. Secure attachments and warm relationships foster a strong sense of belonging. Children are supported to recognise, express and manage their emotions, promoting positive emotional wellbeing.

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Children's welfare and wellbeing Strong standard

High standards of hygiene and well-structured routines, including mealtimes and rest, meet children's personal needs effectively. Children are taught to manage self-care independently and to make healthy choices about food, exercise and safety. Mealtimes promote social skills, communication and good manners.

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Curriculum and teaching Strong standard

The childminder provides an ambitious and carefully sequenced curriculum. She has a secure understanding of child development, which enables her to respond and adapt her teaching in the moment to meet children's emerging learning needs. This approach means that children build progressively on their knowledge and skills over time. They are prepared well for the next stage of their learning and development, including their eventual move to school. The childminder knows children well, celebrating strengths and swiftly supporting next steps, including managing emotions and overcoming barriers.

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Curriculum and teaching Strong standard

Teaching is of consistently high quality and is embedded throughout daily routines and play. Ongoing assessment is used effectively to identify what children know and can do, enabling support needs to be addressed promptly. Interactions are purposeful and responsive, with skilful questioning and in-the-moment adaptations that extend thinking. A sharp focus on communication and language is evident in storytelling. Stories aid rich discussions while exploring dolls, learning about body parts and feelings. This promotes learning new words and building on their vocabulary knowledge. Children are confident talkers.

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Curriculum and teaching Strong standard

Every opportunity is a learning experience. Play is age appropriate and adapted to reflect children's interests and individual needs, including those facing barriers. High expectations are embedded, and community visits to farms, parks, supermarkets, play centres and local businesses broaden children's experiences and support readiness for future learning and social situations.

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Curriculum and teaching Strong standard

Children are enthusiastic and motivated, for example when being imaginative in sensory play as they create models with play dough. Personal, social, emotional and physical development are prioritised, strengthening independence, resilience, fine motor control and coordination. Equality and diversity are promoted, fostering belonging. Strong partnerships with parents support inclusive practice and sustained progress for all children, including when in their home environment.

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Inclusion Strong standard

The childminder has a strong knowledge of child development and accurately identifies children's individual needs from the outset. Home visits and settling-in sessions enable her to assess starting points, understand family circumstances and identify any emerging or changing needs. The childminder has high expectations for all children, including those with special needs and/or disabilities (SEND) and heightened care needs.

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Inclusion Strong standard

The childminder takes a graduated approach to her support, swiftly implementing reasonable adjustments and inclusive strategies to reduce barriers to children's learning and wellbeing. Adaptations to teaching, resources and the environment are carefully planned and regularly reviewed to ensure that they make a sustained difference. Children's progress is monitored closely, including for children receiving statutory support. Provision is adjusted in response to secure assessment evidence.

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Inclusion Strong standard

The childminder works closely with parents, valuing their insights and encouraging open communication. She engages effectively with external professionals, seeking and implementing specialist advice, such as speech and language or sensory support, to shape children's experiences. Early years pupil premium funding is used thoughtfully to target gaps in children's learning and enhance opportunities. This has a clear and positive impact on children's outcomes.

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Inclusion Strong standard

The childminder actively seeks training to strengthen her knowledge and skills in support of children with SEND. Her calm, patient interactions, including the use of breathing techniques and reassurance, promote children's emotional regulation. The childminder consistently demonstrates professionalism, strong leadership and a passionate commitment to improving outcomes for all children and families.

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Leadership and governance Strong standard

The childminder is deeply committed to ensuring success for every child and has a clear vision for maintaining high standards of education and care. She has an accurate understanding of the setting's strengths and areas for development and takes timely, purposeful action to secure continuous improvement. Reflection on teaching, activities and community experiences helps to ensure that provision remains responsive and impactful. Ongoing professional development strengthens practice and enhances outcomes for all children. For example, the childminder spends time updating her knowledge around changes to the early years foundation stage and exploring new teaching styles.

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Leadership and governance Strong standard

Resources are managed efficiently, and teaching evolves in response to children's interests and parental input. The childminder manages her workload effectively, maintaining a healthy work–life balance. Ongoing professional development, forums and local authority training are carefully matched to improvement priorities and positively impact practice. Sensitive partnerships with parents and professionals ensure consistent communication, smooth transitions and thriving outcomes for all children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children flourish in this warm, nurturing home environment where they feel safe, secure and valued. Children separate confidently from parents and quickly engage in play, demonstrating strong emotional security. Clear, consistent routines help children understand what is coming next, creating stability and supporting good attendance. As a result, children are relaxed, happy and ready to learn.

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What it's like to be a child at this setting

Children achieve well and show high levels of enjoyment in their learning. They eagerly play with dolls, developing imaginative storylines and negotiating roles. During this play, children

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About this setting

Unique reference number (URN): EY296246 demonstrate impressive communication skills, confidently expressing ideas and extending vocabulary. They independently access toys and resources, such as choosing home corners to explore. As they play, children compare sizes and describe textures, strengthening mathematical language and curiosity. Children request additional resources to enhance their ideas, showing growing independence and confidence. They make secure progress from their starting points and are well prepared for their next steps.

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About this setting

All children, including those who face barriers to their learning or wellbeing, are fully included. The childminder understands each child's individual needs and works closely with families to reduce any gaps in learning. Sensitive interactions, patience and regular praise build resilience and support emotional development, ensuring that children feel successful.

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About this setting

Children develop a sense of belonging. They learn alongside their peers, share resources and develop positive relationships. Children's ideas are valued and incorporated into daily experiences. Families are warmly welcomed, and their contributions are respected, strengthening children's sense of identity.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and parents during the inspection.

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About this inspection

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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Address:

31 Violet Road East Ardsley Wakefield Leeds WF3 2NH

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Address:

Registered person: Harrison, Kirsten Jane

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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