Childminder in Leeds

Inspection date

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

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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

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This provision is inadequate

 Safeguarding is inadequate. This is as a result of a weak knowledge regarding child protection. This means that children are not kept safe.  Some records, required to promote the efficient and safe management of the childminding practice, are not accurate. For example, the daily registers of attendance and the complaints procedure. This means that children's welfare and safety are compromised.  The childminder has insufficient knowledge and understanding of the requirements of the Early Years Foundation Stage and Childcare Register. As a result, children's learning, development and well-being are not supported well and teaching is weak.  The childminder's knowledge of assessments and the learning and development requirements is weak. This means that children do not make sufficient progress.  Strategies for engaging with parents in their child's learning and development are weak. Consequently, parents are not kept well informed about what their children are

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It has the following strengths

 Children build up attachments with the childminder as a result of appropriate settling-in arrangements.

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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 activities indoors and outdoors.  The inspector spoke to children during free play.

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Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection and made observations of children present.  The inspector sampled a selection of relevant documentation.  The inspector checked the suitability and qualifications of the childminder.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 15 and 10 years in Pudsey, Leeds. She works with another registered childminder on the premises. 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, 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 5.30pm, Monday to Friday, except bank holidays and family holidays.

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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

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must:

 keep a daily record of children's attendance, including the times when they arrive and leave

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must:

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

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must:

 gain a secure understanding of the learning and development requirements of the Early Years Foundation Stage to support children's learning, development and well-being effectively

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must:

 ensure that assessments of children's learning and the tracking of their progress are consistently used to understand their level of achievement, interests and learning styles

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must:

 involve parents in their children's learning by improving the exchange of information on entry and during the placement and encouraging them to share their views and enhance children's learning and development at home.

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who attend

Teaching is inadequate. The childminder has too little knowledge of the learning and development requirements to support children's learning, development and well-being effectively. There is no assessment of children's learning or monitoring of their progress. As a result, children's level of achievement and learning styles are not considered when planning the educational programme. Nevertheless, the childminder does plan some activities from children's interests. For example, children are interested in aeroplanes, so the childminder makes paper aeroplanes and a target for them to 'fly' through. This means that children's needs are, on occasions, included in the planning process. The childminder has an appropriate knowledge of how to complete the progress check for children aged between two and three years and shares this with parents at the appropriate time.

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who attend

The childminder interacts appropriately with the children. She gets down to their level to listen, repeating and rephrasing sentences to make sure she understands what children say. Children are beginning to use descriptive language appropriately, for example, as they describe their banana as 'mushy'. The childminder extends their thinking by asking why they think it is like this, which spontaneously supports children's language skills. The childminder involves herself in children's imaginative play by taking on a role and joining in with their stories. Children's early mathematical skills are generally supported during play. The childminder encourages children to identify whose turn it is first and how old they are going to be on their next birthday. Children enjoy joining in with songs and rhymes as the childminder sings to younger children as she rocks them on a rocker. As a result, children build up their repertoire of familiar songs and rhymes. This means that they have some

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who attend

spontaneous opportunities to develop skills they need for future learning.

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who attend

Strategies for engaging with parents about their child's learning and development are weak. Limited information is collected from parents about their children's interests or learning when they start with the childminder. As a result, strategies for engaging with parents about their children's learning and development are weak. Consequently, parents are not well informed about what their children are learning.

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

Children's well-being is not sufficiently supported due to the childminder's lack of understanding about safeguarding procedures. Children are at ease in the childminder's home. They readily approach her to have their needs met, for example, when they want a drink or need changing. This shows that they feel confident and enjoy being in her company and contributes towards the strong attachments that they form with her. It also helps children to feel emotionally secure. The childminder understands the benefits of a gradual settling-in process and ensures that all children attend for at least one visit before they start. Basic information about children's well-being is collected. This means that she can adequately meet their needs when they start. Children attend a local toddler group held in the school where they will eventually attend. This supports them in their move into school when the time comes.

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

Children behave appropriately for their age. If there are any disagreements, the childminder intervenes quickly and provides ideas for children to play more cooperatively together. Consequently, by the time children leave the childminder's setting, they are equipped with the social skills they need for their future learning. The childminder has developed a safe and welcoming environment, which is adequately resourced. Resources are displayed, so that children can access them independently. Children's independence skills are further supported as they use age-appropriate utensils at snack and mealtimes. The childminder keeps children safe by ensuring they hold onto the pushchair or wear wristbands when they go on outings. Children are gaining an understanding of risk through activities that encourage them to explore their environment. For example, the childminder regularly takes children to the park. As a result, children learn how to keep

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

themselves safe and take manageable risks.

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

Children learn how to keep themselves healthy, as they have daily opportunities to benefit from fresh air and physical exercise outdoors. They play in the garden and access a range of equipment to develop large scale coordination skills, including ride-on toys, a climbing frame, trampoline and rockers. Children develop good hygiene practices as they clean their hands on wipes before snack time. The childminder provides healthy foods for the children and drinks are readily available throughout the day. As a result, children gain a sound understanding of a healthy diet and the need for physical exercise.

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provision

Safeguarding arrangements are inadequate. The childminder has too little understanding about child protection and procedures to safeguard children from abuse or neglect. This has a significant impact on the safety and well-being of children. While the childminder keeps a record of the daily attendance of children, 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. As a result, children's safety is not underpinned by effectively maintained documentation. Consequently, the childminder is not meeting the safeguarding and welfare requirements of the Early Years Foundations Stage or the Childcare Register requirements. Risk assessments are completed and daily checks ensure that the premises are physically safe for children. Records of accidents to children are kept and permission to administer medicines is obtained from parents. The childminder has an up-to-date first-

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provision

aid certificate and knows when it is due to expire. This contributes to children's well-being in the event of an accident or injury.

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provision

The childminder has too little understanding of her role and responsibilities. She has a limited knowledge of the Early Years Foundation Stage learning and development and safeguarding requirements or the requirements for the Childcare Register. Since her last inspection, the childminder has not attended any training to update her skills and knowledge, other than the renewal of her first-aid certificate. She does not keep herself up to date with current legislation or changes in requirements. The childminder does not effectively monitor the educational programmes or children's progress. As a result, any gaps in learning are not identified. The drive for improvement is weak and has too little impact. Limited progress has been made since the last inspection and actions and recommendations have only partially been addressed. This means that practice is stagnant. The childminder is just beginning to reflect on what she offers and is considering

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provision

The childminder shares some information with parents about her service when they start. However, not all of this information is accurate. For example, details about how to contact Ofsted if parents believe the provider is not meeting requirements, is incorrect. Furthermore, there is no accurate written statement of the procedure to follow in relation to a complaint, which is a breach of the Childcare Register requirements. The childminder exchanges information with the childminder on a daily basis. However, she does not have effective systems in place, in order to encourage them to share their children's learning from home. This means that a collaborative approach to helping children make the best progress possible is not fostered. The childminder forms appropriate relationships with other provisions where children also attend, such as school. She also has links with other childminders in the area, which provides opportunities to share practice.

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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:

 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).

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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. 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

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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.

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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 EY307086 Local authority Leeds Inspection number 873076 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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