Childminder in Leeds

Inspection date

Previous inspection date 21 May 2015 11 August 2009

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Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Good 2

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The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 Observations and assessments to track children's progress in their learning and development are not fully embedded in the childminder's practice. As a result, children's next steps in learning are not always clearly identified or planned for to target their individual learning needs.  Children's prior skills and capabilities are not fully known by the childminder because she does not gather enough information from parents on entry.  Self-evaluation is not precise or thorough enough, thereby limiting the childminder's ability to develop a clear improvement plan that supports children's achievements over time.

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It has the following strengths

 Since the last inspection the childminder has attended training and completed a foundation degree to develop her role as a professional practitioner. As a result, she has reorganised the resources, so that children can make some decisions about what they want to play with and be independent.  The childminder provides a welcoming and homely environment for children, providing a range of activities, toys and play equipment for them. She makes effective use of the local community to provide different play experiences for children.  Children develop self-confidence and positive attitudes to one another. This helps to promote their future learning and school readiness effectively.  The childminder is committed to safeguarding children and implements a range of policies and procedures that promote children's good health, safety and well-being.  Positive relationships are built with parents and they praise the childminder's care of

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 use the information gained from observations and assessments to ensure that activities are sufficiently challenging and are based on children's next steps in learning, in order to support them to make the best possible progress.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 gather more information from parents about children's prior skills and capabilities on entry and use this information to ensure initial planning is built on a comprehensive knowledge of children's existing abilities, so that they make the best possible progress  reflect on how well the requirements are met and identify any areas that need to be developed, and incorporate these into the self-evaluation improvement plan, ensuring there is a clear strategy for improving outcomes for children.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector observed teaching and learning activities in the indoor and outdoor environment.  The inspector viewed the areas of the premises used for childminding.  The inspector looked at a sample of policies and children's records.  The inspector checked evidence of the childminder's suitability and qualifications and discussed the childminder's methods of self-evaluation.

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who attend. This requires improvement

The quality of teaching is variable. The childminder is well qualified and uses this knowledge to provide children with some interesting toys and resources, including creative activities. Children have opportunities to learn about how things work and happen. For example, younger children show pleasure and delight when they press buttons on a toy bus. Older children confidently use felt-tip pens and learn to make connections between their movements and the marks they make. This effectively promotes their physical skills and early literacy skills. Also, to acquire some knowledge in readiness for the next stage of their education, the childminder observes the children in her care and keeps this information in learning files accompanied by relevant photographs. Nevertheless, children do not yet make the best possible progress, as systems for observation and assessment are in their infancy. This means, some activities and resources are not effective enough in

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who attend. This requires improvement

meeting children's individual needs and consistently providing good quality play experiences. As a result, children's learning is not always targeted to enable them to make the best possible progress.

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good

The childminder provides support and reassurance and meets children's care routines well. As a result, children develop close and trusting relationships with her. This helps to promote their personal, social and emotional development. Information gathered from parents supports children to make a smooth transition into her care. However, this is mainly focused around their care needs. Therefore, children's initial assessments are not always precise and accurate enough to support planning for their rapid progress. The childminder does complete the progress check for children between the ages of two and three years. As a result, parents are informed about their children's progress at this key point in their development. Children's safety is promoted well and appropriate systems are in place to ensure the home remains secure at all times. This further promotes children's well-being. Children are encouraged to lead a healthy lifestyle as the childminder talks

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provision requires improvement

The childminder has a reasonable understanding of her responsibilities. However, she has not evaluated how well she is meeting the requirements. She has not implemented a rigorous and effective evaluation of her service, to fully assess her strengths and identify areas for improvement. As a result, there are currently no accurate plans in place to drive improvement. The childminder understands the importance of maintaining partnerships with parents and other professionals to promote continuity of care for all children. She encourages parents to communicate daily about their children's well-being and to share any concerns. The childminder has a secure knowledge of child protection and understands the procedures to follow if she has concerns about a child in her care. As a result, children are safeguarded and protected from harm.

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Setting details

Unique reference number 320183 Local authority Leeds Inspection number 868648 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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Name of provider

Date of previous inspection 11 August 2009

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Telephone number

The childminder was registered in 1997. She lives in Beeston, Leeds. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 5.

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Telephone number

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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Telephone number

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

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Telephone number

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Telephone number

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

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