Childminder in Leeds

Inspection date

Previous inspection date 08/09/2014 24/06/2009

p.1

early years provision

This inspection: 4 Previous inspection: 2 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

p.1

This provision is inadequate

 Teaching is weak. This is because the childminder has a poor understanding of the prime and specific areas on learning.  Arrangements for safeguarding children are insufficient. This is a result of the childminder's weak knowledge of child protection and procedures to safeguard children.  Some records, required to promote the efficient and safe management of the childminding practice, are not consistently maintained, for example, the daily register of attendance and the complaints procedure. This means that children's welfare is not effectively supported.  The childminder's knowledge of assessments and the learning and development requirements is poor. As a result, children do not make sufficient progress.  The childminder does not gather information at induction relating to children's developmental starting points. As a result, their progress cannot be effectively monitored.

p.1

It has the following strengths

 Behaviour is managed effectively because the childminder is a good role model. As a result, children behave well.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector looked at children's diaries and a selection of policies and procedures.  The inspector checked evidence of suitability and qualifications of the childminder.  The inspector discussed self-evaluation processes with the childminder.

p.2

Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with another childminder at a house in Pudsey, West Yorkshire. The property is close to local schools, shops and other amenities. The whole of the ground floor is used for childminding. There is an enclosed garden available for outdoor play. The childminder takes and collects children from local schools. There are currently four children on roll, three 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 5.30pm, Monday to Friday, except bank holidays and family holidays.

p.3

must:

 develop knowledge and understanding of child protection, in order to be able to identify, understand and respond appropriately to signs of possible abuse and neglect, or allegations of abuse or neglect, to safeguard children

p.3

must:

 ensure that accurate records are maintained of children's attendance in order to promote the efficient and safe management of the childminding service and promote children's welfare

p.3

must:

 provide parents and/or carers with accurate details about how to contact Ofsted if they have a complaint

p.3

must:

 develop understanding of the learning and development requirements, giving priority to educational programmes for the prime and specific areas of learning, in order to provide a challenging and enjoyable experience for all children

p.3

must:

 develop the quality of teaching and learning by adopting a systematic approach to planning, using observations of children's learning to assess their progress across the seven areas of learning in relation to their age and stage of development and using this information to plan for the next steps of learning for each child

p.3

must:

 improve children's learning and development by working with parents to establish children's starting points and assessing each child's progress across all seven areas of learning in relation to their age and stage of development.

p.3

who attend

Teaching is inadequate. The childminder understands that children learn through play and she has some knowledge of individual children's interests. However, the childminder has a limited understanding of the learning and development requirements, which results in children making poor progress in their learning. She has not updated her knowledge of the Early Years Foundation Stage. Hence, she is not confident with the prime and specific areas of learning and how to ensure that all children receive an educational programme that is tailored to their needs. There is no assessment of learning or monitoring of children's progress. As a result, children's level of achievement and learning styles are not considered when planning the educational programme. The childminder has an appropriate knowledge of how to complete the progress check for children aged between two and three years and is able to share this with parents at the appropriate time.

p.4

who attend

Children are spontaneously supported in their developing communication skills. For example, the childminder talks calmly and quietly to them during activities and routines and repeats and rephrases words used by younger children. During play, children develop their use and understanding of mathematical language as the childminder counts how many steps there are when they climb up the slide. Children gleefully slide down the slide happy in their achievement. The childminder supports younger children appropriately as they take their first steps and rewards children with praise and encouragement when they stand alone. This helps to support children's confidence. Early writing and creativity is encouraged as children have access to writing resources and art and craft materials. Children access a range of books, with are suitable and age appropriate. This means that they have some spontaneous opportunities to develop skills they need for future learning.

p.4

who attend

Children are provided with a range of resources to develop their imaginative play including dressing-up clothes and small world resources.

p.4

who attend

Strategies for engaging parents in their child's learning and development are weak. The childminder does not establish what children know and can do when they first start with her. She does not work closely enough with parents of new children to find out information about their child's developmental starting points. This means that she does not possess all the necessary information to be able to plan effectively to meet children's individual needs when they start. Without this information the childminder cannot accurately assess children's progress from their starting points or identify gaps in their learning and plan to close these promptly. Consequently, there is a lack of a shared and consistent approach, in order to help children make sufficient progress.

p.4

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

The childminder does not adequately promote children's well-being due to her lack of knowledge and understanding about safeguarding children. The childminder does, however, help children develop secure attachments to her because of an appropriate settling-in process. This is reflected in children being happy and confident. Also, children positively respond to the childminder. They especially enjoy the warm interactions they receive as they play. They also thrive on the warm praise and encouragement they receive, which fosters their self-esteem and confidence. During the settling-in period, the childminder collects some basic information about the children, including their home routines and dietary requirements. This means that there is some continuity of care, which fosters children's sense of security. Children attend a local toddler group held in the school where they will eventually attend. This supports them in their move into school.

p.4

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

The childminder is a good role model and speaks calmly to children and listens attentively. Children demonstrate good manners and say 'please' and 'thank you' at snack, meal times and when playing. Expectations of children's behaviour are realistic and based on their age and ability. For example, younger children are provided with alternative toys when they try and take those away from older children. As a result, children's behaviour is managed well and is appropriate for their age and stage. Children's independence skills are suitably supported as the childminder provides younger children with appropriately sized eating utensils to feed themselves and older children are encouraged to peel their own bananas. The environment is safe and adequately resourced. Children access a range of resources, which are developmentally appropriate. This further supports children's independence skills.

p.5

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

Meal times are relaxed times and the childminder provides a healthy range of food and drink for snack and lunch. This helps them to understand about a healthy diet. The childminder helps children to understand how to keep themselves healthy by ensuring they wipe their hands on wipes before they eat and after using the potty. Children access the outdoors daily. They are provided with a variety of equipment to develop large muscle and coordination skills, including a climbing frame, trampoline, ride-on toys and balls. This means that they develop physical skills, while learning how exercise supports their overall health and well-being. Children are reminded not to climb up the slide and to take care on the trampoline. This develops their early awareness of keeping themselves safe and helps them assess and manage risks.

p.5

provision

The childminder has an insufficient understanding of her responsibility to ensure the provision meets the safeguarding requirements of the Early Years Foundation Stage. Children are not sufficiently protected. This is because the childminder has a weak knowledge of the possible indicators of abuse, the appropriate action to take if she has concerns about a child and what to do if an allegation is made against herself. This has a significant impact on the safety and well-being of children. Records are not accurately kept. The childminder keeps a record of the daily attendance of children. However, these do not include the hours which they attend. This is a breach of requirements for both the Early Years Register and the Childcare Register and means that children's safety is not underpinned by effectively maintained documentation. However, on occasions children's welfare and safety is considered. For example, the childminder completes risk assessments

p.5

provision

and daily checks are carried out. Any potential hazards are identified and effective action is taken to remove them. First aid requirements are met and the childminder has up-to- date paediatric first-aid training and is aware of when this expires. This contributes to children's well-being.

p.5

provision

The childminder has a poor knowledge and understanding of the learning and development requirements. Therefore, she does not effectively monitor the educational programmes or children's progress. This prevents her from planning a broad and balanced curriculum, which is based on children's individual ability and stage of learning and her ability to ensure that children are challenged and supported appropriately in their progress towards the early learning goals. Actions and recommendations from the last inspection have not been fully addressed. Consequently, the childminder has failed to fully enhance the efficient and safe management of the childminding service. The childminder has jointly completed a self-evaluation form with her co-childminder. However, the childminder has too poor an understanding of some of the requirements of the Early Years Foundation Stage. This means her understanding is not sufficient to ensure she recognises the

p.6

provision

weaknesses in her practice. Since the last inspection the childminder has not attended any training to update her knowledge of the Early Years Foundation Stage or, to develop her knowledge of quality provision and practice. This means that her practice has not developed over this time.

p.6

provision

The childminder shares her policies and procedures with parents before children start. However, she does not provide parents with details of how to contact Ofsted if they believe the provider is not meeting the Early Years Foundation Stage requirements. There is also no accurate written statement of the procedure to follow in relation to a complaint, which is a breach of the Childcare Register requirements. Daily discussions mean there is a steady two-way flow of information between parents and the childminder. She liaises with other childminders in the area, which provides opportunities to share practice.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

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

 have a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after and the hours of their attendance (compulsory part of the Childcare Register).  have a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (voluntary part of the Childcare Register)  keep a daily record of the names of the children looked after and the hours of their attendance (voluntary part of the Childcare Register).

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.8

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

p.8

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.

p.9

Setting details

Unique reference number EY319747 Local authority Leeds Inspection number 873220 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

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

p.11