Childminder in Leeds

Inspection date

Previous inspection date 19 October 2015 22 February 2011

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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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 yet 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.  The childminder is not clear about who to contact and the procedures to follow with any safeguarding concerns. Therefore, she does not have a full understanding of how to follow the safeguarding and welfare requirements.  Systems for self-evaluation are not in place. The childminder has not identified changes in legislation or weaknesses in practice, or considered how to improve practice.  The childminder does not gather sufficient information from parents about what children know and can do when they first start, in order to swiftly assess development and accurately plan for their individual learning needs.

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It has the following strengths

 The childminder understands how young children learn through play. This contributes to their progress and enjoyment of exploring and investigating.  The childminder acts as a positive role model regarding manners. She provides consistent routines and boundaries. As a result, children behave well and show respect towards others.  The childminder interacts warmly and sensitively with the children in her care. This supports children's personal, social and emotional development well and helps them to form trusting relationships with her.

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What the setting needs to do to improve further

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

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Due Date

 improve the assessment of children's progress by gathering detailed information from parents about what children can already do when they start and by more regularly observing children's ongoing development, so that challenging activities are planned to support their next steps for learning across all seven areas 27/11/2015

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Due Date

 improve knowledge and understanding of the Local Safeguarding Children Board guidance and of the procedures to follow in the event that an allegation is made against anyone living on the premises or looking after children. 27/11/2015

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Due Date

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

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Due Date

 use self-evaluation effectively, in order to identify weaknesses and ensure there is a clear and successful improvement plan that develops the quality of teaching and supports children's achievements  gather more information from parents about what their children already know and can do, to enhance the assessment of their starting points and enable planning to meet their individual needs from the outset.

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Inspection activities

 The inspector held discussions with the childminder and spoke to children throughout the inspection.  The inspector observed the quality of teaching during activities indoors, and assessed the impact this has on children's learning.  The inspector discussed the childminder's plans for improvement.  The inspector held discussions with the childminder to assess her knowledge of statutory and other government requirements.  The inspector viewed regulatory documentation, including evidence of the suitability for all household members, children's details and a sample of policies and procedures.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder has suitable knowledge of other child protection procedures and has attended first-aid training in order to promote children's welfare. The childminder has a safeguarding policy in place. However, this requires updating and does not include the action to take if an allegation is made against the childminder or another household member. While this has had minimal impact on children's care, the childminder's knowledge of statutory and government requirements is not robust. The childminder does not undertake self-evaluation or consider how to identify any weaknesses in her practice. She does have an established method in place that enables her to monitor her own professional development and keep up to date with changes in legislation, in order to improve outcomes for children.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. The childminder demonstrates some appropriate teaching skills. However, the impact of her teaching is does not support children to make good progress. This is because she has a limited understanding of the Early Years Foundation Stage learning and development requirements. She does not gather enough detailed information from parents about children's skills and abilities before they start attending the setting, to help her plan for their individual needs from the outset. Consequently, children do not fully benefit from a consistent approach to their learning, which means their development is not as swift as it could be. The childminder creates an environment that provides children with an appropriate range of toys, resources and equipment which are easily accessible. However, she does not make effective use of guidance to accurately assess children's development or to enable her to plan effectively

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Quality of teaching, learning and assessment requires improvement

for their next steps across all areas of learning. This means she does not always identify or focus on areas where children need the most support. This slows children's progress. Communication and language are successfully promoted. The childminder involves children in discussions during their play. She asks them questions that encourage them to think and share their ideas. This helps children to build on their vocabulary by exploring the sounds of new words.

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Personal development, behaviour and welfare require improvement

Children are settled and form suitable relationships with the childminder. She works with parents to meet children's care needs and follow their routines. This promotes their emotional well-being and self-confidence. Children enjoy exploring their environment and playing with the childminder. She has a positive approach to diversity and children are taught about the importance of respecting each other, which helps them to be ready for the move on to nursery or school. Children's health is promoted as they have regular access to the childminder's garden for physical exercise and access to fresh air.

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Outcomes for children require improvement

Children are progressing satisfactorily and acquiring some of the skills needed for future learning. However, children are not motivated to extend their learning across all areas of development. This does not promote the best possible outcomes for children.

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Setting details

Unique reference number 319569 Local authority Leeds Inspection number 868587 Type of provision Childminder Day care type Childminder Age range of children 0 - 3 Total number of places 4 Number of children on roll 1

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Name of provider

Date of previous inspection 22 February 2011

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Telephone number

The childminder was registered in 1989 and lives in the Beeston area of Leeds. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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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

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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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