Harrison, Abbey Louise

Harrison, Abbey Louise

Unique reference number (URN): 2740817 Address: 7 Heath Place, Leeds, LS11 8UL Type: Childminder Registered with Ofsted: 16/10/2023 Registers: EYR, CCR, VCR Registered person: Harrison, Abbey Louise

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Needs attention

Children's achievements vary across the areas of learning, and progress from their starting points is uneven. Some children make steady progress in communication and language. They show an avid interest in stories, repeatedly asking the childminder to share books with them, and are highly articulate. Others make slower progress and would benefit from more targeted strategies to accelerate their learning.

p.2

Achievement Needs attention

Children know some number names and can remember the order of counting, but they need further support to link numbers to their value to help them to count accurately. They recognise size and some simple shapes.

p.2

Achievement Needs attention

Children show good imaginative skills. For example, they change the words in familiar songs to animal sounds. They show good listening skills during group activities and are inquisitive, with an eagerness to learn. They develop skills such as confidence and independence that help to prepare them for the next stage in their learning.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder does not ensure that children clearly understand her expectations for their behaviour when in her care. For example, sometimes she reminds children to walk indoors, but does not do so often enough for them to be fully sure of what is expected. At times, children become restless when routines and boundaries are not consistent. This does not support children to develop a secure understanding of safe and positive behaviours.

p.2

Behaviour, attitudes and establishing routines Needs attention

Relationships are warm and supportive. The childminder helps children to manage their frustrations. She responds sensitively to conflicts, for example, by distracting children and modelling how to share and take turns. She plans activities intended to help children play alongside one another and develop the skills and confidence to make friends and play together. The childminder encourages and celebrates children's positive behaviours. They receive rewards for kind actions, such as taking home 'Olive the bear' for being a good friend.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder allows flexibility within her routines to meet children's needs. For example, when she knows children are tired from an unsettled night at home, she brings lunchtime forward so they can rest earlier. She encourages parents to bring children regularly and on time so they develop positive habits for good attendance at school.

p.2

Children's welfare and wellbeing Needs attention

The childminder does not remind children consistently to behave in a safe way. At times, she does not reinforce her expectations or explain the reasons for rules, for example when children climb on furniture or run indoors. This limits how securely children learn ways to keep themselves safe. The childminder supervises children well, overall, and her attention to potential risks helps to keep them safe. For example, she identifies activities that require closer supervision, such as those with small parts.

p.2

Children's welfare and wellbeing Needs attention

Children benefit from responsive care that supports their emotional wellbeing. The childminder is kind and caring towards children, which helps them to feel secure in her care. She helps children to understand and manage their emotions. For example, she uses pictures of facial expressions to help them identify how they feel and offers gentle reassurance when they are frustrated. Relationships are warm and secure. Babies and young children settle quickly.

p.3

Children's welfare and wellbeing Needs attention

Overall, care practices meet children's individual needs. The childminder fully considers children's safety at nap time. She provides suitable places to sleep, such as cots and mats, according to children's ages, and checks children often while they sleep. Children benefit from nutritious home-cooked meals, and the childminder talks to them about the importance of a healthy diet. They develop good hygiene habits, for example when they learn to wash their hands before eating. The childminder is aware of health trends in the local area, such as high levels of tooth decay. She supports children to understand the importance of toothbrushing through regular stories and activities linked to oral health.

p.3

Curriculum and teaching Needs attention

The childminder's curriculum aims to build children's confidence, independence and language skills in readiness for school. However, variation in the quality of teaching means at times the curriculum does not have the intended impact.

p.3

Curriculum and teaching Needs attention

The curriculum for mathematics lacks depth. For example, while the childminder teaches children a general awareness of numbers and supports them to count, she does not help them to develop an understanding of what the numbers represent. She encourages some early mathematics, for example, by supporting children to sort pom-poms by colour.

p.3

Curriculum and teaching Needs attention

While the childminder often shares books and sings songs with children, this is not always carried out in a way that helps children to develop their language skills. Stories are sometimes beyond children's comprehension, and her fast-paced reading means children do not have enough time to hear and understand what is being read or to join in and use their language. The childminder narrates children's play, which means they hear spoken language. However, she does not always help children to understand and pronounce the new words they encounter.

p.3

Curriculum and teaching Needs attention

Teaching is not always focused sharply enough on areas of learning where children need the most support, but children do benefit from some purposeful activities that support their overall development well. For example, the childminder helps children to share by providing fewer resources so that children must learn to wait their turn. Planned activities, such as picking petals from flowers and picking up 'worms' with tweezers, promote fine motor skills. The childminder encourages children to solve problems. For example, when they attempt a puzzle, she encourages children to work out how to make pieces fit. She adapts her approach to meet the needs of children of different ages.

p.3

Inclusion Needs attention

Written assessments that are shared with parents are not always accurate. While the childminder knows about areas of learning where children need the most support, the progress check at age 2 does not always include enough detail. She is not fully confident of the steps to follow if children may need further help, such as when and how to seek support from external agencies. This means other professionals may not be informed as quickly as possible to secure the most timely help for children. The childminder has previous experience of working with children with special educational needs and/or disabilities and shows an awareness of how she would ensure all children were included. While she has completed some relevant professional development, she indicates that further training would give her more confidence in this area of her provision.

p.4

Inclusion Needs attention

The childminder takes thoughtful steps to help children who face barriers to their learning. She encourages younger, less confident children to sit on her lap during activities. This helps them to feel safe, stay close and take part with confidence. She supports children's emotional wellbeing effectively to further encourage them to participate fully. For example, she uses prompts during singing activities to include babies more fully. They raise their arms, cheer and smile, showing how they enjoy these group experiences alongside older children. The childminder provides individually planned activities for children who need extra practice with particular skills. She carefully considers her approach for families who face disadvantage. For example, she uses additional funding responsibly, such as to buy garden equipment that helps children to further develop their physical skills.

p.4

Leadership and governance Needs attention

Partnership working is not yet fully developed. While parents appreciate how frequently the childminder shares information with them, written assessments do not always include enough detail about children's learning to help to focus teaching and support more appropriately. The childminder has not yet established secure links with other professionals so that children get the right help at the right time if there are concerns about their learning and development.

p.4

Leadership and governance Needs attention

The childminder reflects on her practice and recognises areas where further personal learning would strengthen her work. She knows she would benefit from more focused development in supporting children's language, mathematical learning and approaches for children who need extra help. She has a growing understanding of her strengths and is beginning to identify the wider areas that need attention. The childminder is deeply committed to providing a caring and supportive learning environment for children. She strives to build on her provision to provide the best possible outcomes for children.

p.4

Leadership and governance Needs attention

The childminder provides effective supervision for any assistants she works with and supports them well in their role. Morale is high, which contributes to the warm and welcoming atmosphere in this setting.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

While children do make progress from their starting points, their achievements vary because the quality of teaching and the depth of the curriculum are not yet secure enough to support all children equally well. Arrangements to support children with additional needs or gaps in their learning are not yet securely embedded. There is some inconsistency in routines that limits how well children are taught ways to keep themselves safe.

p.5

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

Children are happy and settled in this warm and friendly environment. The childminder is attentive and knows about each child's preferences and care needs. Babies form secure attachments and seek assurance readily, often climbing onto the childminder's lap during activities. Toddlers are happy in their learning, for example they clap and cheer during song times. Older children are busy learners who explore activities with confidence. Parents comment on the childminder's friendly nature and feel involved in their children's care and learning. Children benefit from time in the local community, such as visits to farms and woodlands, which broadens their experiences and helps them learn about the wider world. They develop independence and show some readiness for their next steps in learning.

p.5

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

Children show curiosity, for example, when they explore flower buds and petals with interest. Some children develop rich vocabulary from a young age and confidently talk about their discoveries. They notice textures and describe the flower stems as 'scratchy'. They develop fine motor skills as they squeeze pom-poms and pick up 'worms' with tweezers. Toddlers grow in confidence as they play alongside others, and older children are eager to join in activities. The childminder supports children to manage their emotions and helps them to feel secure. Children learn positive social skills and learn to show kindness towards one another.

p.6

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.6

Action Completion Date

ensure assessments of children's development are accurate and up to date, including the progress check at age 2 10/04/2026

p.6

Action Completion Date

improve information-sharing with parents and other professionals to ensure children's emerging needs are recognised quickly and they benefit from timely, well- informed support 10/04/2026

p.6

Action Completion Date

improve the quality and depth of teaching across the curriculum, particularly in communication and language and mathematics, so that all children make secure progress in all areas of learning 10/04/2026

p.6

Action Completion Date

implement a more consistent approach to behaviour management to help children gain a clearer understanding of expectations and how to keep themselves safe 10/04/2026

p.6

Address:

Registered person: Harrison, Abbey Louise

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.7

Facts and figures used on inspection

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

p.7

About this inspection

The inspector spoke with the childminder, her assistant and the children during the inspection.

p.7

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9