Childminder in Leeds

Inspection date

Previous inspection date 28/07/2014 Not Applicable

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early years provision

This inspection: 4 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not fully understand the legal requirements of the Early Years Foundation Stage. This results in breaches in requirements that affect children's well- being, safety, learning and development.  The childminder failed to provide evidence of her Disclosure and Barring Service check and her first-aid qualification. She does not maintain accurate information about when children are in her care. As a result, safeguarding of children is inadequate.  Children's health and safety are at risk because the childminder has not removed all hazards in the outdoor environment. Also, children do not have access to appropriate equipment to support their personal hygiene.  Children are not able to make purposeful choices about their play or extend their learning due to the poor organisation and quality of resources.  The childminder does not routinely observe children; this means that the assessment of

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This provision is inadequate

their learning and planning for future development are weak. Additionally, information about children's learning is not shared with parents and other providers involved in their care.

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It has the following strengths

 The childminder has a warm and caring nature. This means that children are developing an attachment to her, which has a positive effect on their emotional development.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the children playing in the lounge and the garden.  The inspector had a tour of the areas of the home used for childminding.

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Inspection activities

 The inspector talked to the childminder and the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector asked to look at documents to confirm the childminder's qualifications and suitability. She also viewed some other documentation made available by the childminder.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her children aged 10, eight and four years in Bramley on the outskirts of Leeds. The whole of the house, with the exception of the main bedroom, is used for childminding. Children also have access to the rear garden. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and parks on a regular basis and collects children from local schools and pre-schools. There are currently seven children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 increase understanding of the Early Years Foundation Stage to ensure children learn, develop and are kept healthy and safe

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must:

 ensure a current paediatric first-aid certificate is maintained at all times

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must:

 ensure that risks to children's safety are identified and measures put in place to minimise any potential danger

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must:

 develop knowledge of how to use observational assessments to identify each child's level of achievement within the seven areas of learning and use this information to plan future challenging learning experiences for each child

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must:

 develop children's health and self-care by providing them with access to soap and individual towels, so they learn about personal hygiene and become more independent in self-care routines

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must:

 ensure all records are maintained, easily accessible and available for inspection, for example, the daily record of the children being cared for on the premises, including their hours of attendance, and evidence of suitability checks completed

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must:

 develop links with parents and other providers where the care of children is shared, to ensure the exchange of relevant information so that children's learning is fully complemented

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must:

 develop the organisation of toys and activities to enable children to make independent choices in their play, and ensure resources to support specific learning outcomes are good quality and readily available.

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who attend

The childminder has significant gaps in her understanding of the learning and development requirements. She does not regularly observe children or plan activities across all areas of learning to support their development. The childminder is able to talk about the children and what she is currently working on with them. However, she is not tracking and monitoring their progress. As a result, children are not sufficiently supported to make good progress in their learning and development. The childminder gathers some basic information about children before they start by talking to their parents. This helps her to provide some activities that children are interested in. For example, children enjoy using building blocks as they learn about shapes. They also enjoy moments of free-choice play, for example, they collect various resources they find around them and put them in their butterfly nets. Children exclaim they have found treasure and show great excitement

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who attend

as they tell the inspector about the contents of their net. However, the childminder leads and directs a lot of the children's play. She has a focus in her mind for their learning. For example, she wants the children to learn and write the letters in their name in readiness for starting school. The childminder develops this into the children writing their name on their artwork. However, the children are more focussed on creating their own designs and show a lack of interest in developing their writing skills. Children particularly want to use the scissors to cut paper to stick on to their artwork. However, a lack of forward planning inhibits the children's participation in the activity as the scissors available are not suitable. Children find that the scissors will not cut the paper and, due to their poor quality, they break. Furthermore, poor organisation of resources means that children are unable to find

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who attend

alternatives to continue with their play. Consequently, desired learning outcomes are not achieved. The quality of teaching is poor and children's learning is not extended as their interests and ideas are not followed or provided for.

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who attend

An effective two-way flow of information between the childminder, parents and other providers has not been established. Therefore, information about children's ongoing learning and development is not being shared. As a result, parents are not able to fully support their children's learning at home, or share with the childminder what their children have been doing. Additionally, the childminder is not working with other providers to ensure a collaborative approach to children's learning. Consequently, the childminder lacks sufficient information about children. She is unable to plan a wide range of experiences that reflect individual needs and interests to prepare them for future learning and the move to school. The childminder does not provide parents with information that summarises their children's learning because she has not established a consistent system for obtaining this information. Nevertheless, children appear happy and they enjoy playing

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who attend

with the toys that are provided. They sit and look at books and engage with the childminder when she asks about what they can see happening in the pictures. This leads to children chatting about their own experiences, for example, a visit to the park. The childminder asks questions and responds to the children appropriately. This supports their communication and language skills.

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who attend

Children can access an adequate range of toys and resources. However, these are stored in a way that means that they cannot do so easily, or make choices about what they would like to do. This does not support them to be active learners or foster opportunities for independent learning. Children have fun as they play in the childminder's garden. They develop their physical abilities as they ride in the wheeled car and throw and kick a football. The childminder sets out a water play activity for the children, but they show little interest in this, preferring to bring some books outside. The childminder does not engage with the children at these times to develop their interest in the new activity. This means that children's learning is not individualised to meet their needs through the use of planned, purposeful play activities.

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The contribution of the early years provision to the well-being of children

Children's well-being is compromised because the childminder does not record all the required information about children in her care, for example, daily records of attendance. Additionally, she is unable to share any evidence to confirm that she holds a relevant first- aid qualification. This means that in the event of an emergency, she is unable to protect and care for the children. Furthermore, these are breaches of legal requirements. The childminder carries out some risk assessments of her home and garden. However, these have not ensured that the environment is safe when children are present. The childminder's garden poses several hazards, including a disused fridge freezer, broken perimeter fencing and discarded play equipment. As a result, children are not fully protected and kept safe when at the childminder's home. However, the childminder has put some safety measures in place inside her home, such as cupboard locks. She also

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The contribution of the early years provision to the well-being of children

discusses how she practises emergency evacuation from the home. On outings, children are taught about road safety as they are asked to explain to the childminder why their think it is safe to cross the road.

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The contribution of the early years provision to the well-being of children

Children's health is not fully supported. The childminder does provide a range of meals and snacks for children, which help them to learn about healthy food options. For example, she provides fresh fruit and vegetables daily and children have regular access to drinks. However, the childminder is not supporting children's understanding of good hygiene practices. She does not provide them with soap or individual towels for hand washing and drying. As a result, children are not protected from infection or learning about good personal hygiene routines. Children do access fresh air and exercise each day as they play in the childminder's garden and visit local parks, shops and the library.

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The contribution of the early years provision to the well-being of children

Children learn about positive behaviour and interaction with their peers as they share, take turns and show respect for each other. The childminder offers positive praise to children as they play and she displays good behaviour practices in words and pictures for them. Children form a secure bond with the childminder and are happy in her care. This supports their emotional development. Children's social skills are also promoted as they visit child- orientated groups in the community with the childminder. This promotes their emotional and social development as they move forward to the next stage in their learning.

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provision

The childminder is not fulfilling her responsibility to meet the requirements of the Early Years Foundation Stage. In addition, requirements of the Childcare Register, in relation to safeguarding, safety and record keeping, are not met. The childminder does not record accurate information about children's attendance, specifically their arrival and departure times. She is also unable to evidence that she has completed a recognised first-aid course, enabling her to care for children following an accident. Additionally, children's personal hygiene is not promoted. As a result, they are not effectively safeguarded and their health, safety and well-being are compromised. Furthermore, the childminder has not minimised risks to children by removing potential hazards and does not have all required information to ensure the safe and efficient management of her setting. This is because some required documentation is not available for inspection. Although the childminder has

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provision

only been registered for six months and proved her suitability at this time, she is now unable to locate her Disclosure and Barring Service check to prove that she is suitable to work with children. The childminder has a written safeguarding policy. She is also able to discuss the procedures she would follow in the event of any concerns about a child in her care. She is able to describe some of the possible signs of abuse. Additionally, the childminder holds the correct details that would enable her to make a referral to the appropriate professionals if required.

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provision

The childminder has too little understanding of the learning and development requirements. This is because she lacks a secure knowledge and understanding of the characteristics of effective teaching and learning. Consequently, she does not routinely undertake purposeful observations of children or carry out assessments to identify strengths and weaknesses in learning and development. By her own admission, the childminder acknowledges that she is not sufficiently familiar with some of the statutory requirements. This includes the progress check completed for children aged between two and three years. She stresses that this is because she is yet to complete this assessment. However, this provides further evidence of a lack of knowledge of the key principles required to ensure the early years education she provides effectively supports children in her care.

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provision

Partnerships with parents and other providers are not fully established to enable the childminder to share meaningful information about and to support children's learning. Her partnerships with parents do enable her to verbally share information about their daily care and activity. The childminder does not currently use any methods of self-evaluation to support her practice and is unclear about how to reflect on the service she provides. She is already aware that there are aspects of her practice that need addressing following a recent visit from the local authority development worker. The childminder states that she plans to work with the local authority following the inspection to improve the quality of care and learning for the children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure an appropriate first-aid qualification is maintained (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register)  maintain a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  ensure that any person caring for children is suitable to work with children and an enhanced Disclosure and Barring Service check is obtained through Ofsted (compulsory part of the Childcare Register)  ensure an appropriate first-aid qualification is maintained (voluntary part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register)  maintain a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register)

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To meet the requirements of the Childcare Register the provider must:

 ensure that any person caring for children is suitable to work with children and an enhanced Disclosure and Barring Service check is obtained through Ofsted (voluntary part of the Childcare Register).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY470944 Local authority Leeds Inspection number 953295 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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