Childminder 319621

Inspection date

Previous inspection date 23 February 2016 24 March 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:

 The childminder does not make good use of the information she gains from observations to help her fully understand children's levels of progress, or to meet their individual learning needs.  Information gained from parents when children first start is based on individual care needs. The childminder does not gain enough detail about children's starting points to help her plan precisely for their future learning.  The childminder has not developed effective partnerships with all other settings that children attend. Information to promote continuity in children's learning and development is not shared.  The childminder has not fully implemented an effective programme of professional development.  The childminder does not make good use of self-evaluation to help her identify her strengths and weaknesses and inform continuous improvement.

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It has the following strengths

 The childminder talks to children throughout their play and encourages them to describe what they are doing. This helps to build on their vocabulary and extend their thinking skills.  The childminder is caring and attentive and children behave well. She gives them regular praise and encouragement as they play. This contributes effectively towards promoting their confidence and self-esteem.  Children participate in daily tasks and activities which help them to develop social skills and gain independence.

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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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Due Date

 improve the use of information gained from observations and introduce a successful assessment system to monitor children's level of progress, and use this information to tailor activities to meet children's individual learning needs 19/04/2016

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Due Date

 gather more detailed information from parents upon entry to the setting, in order to ensure that children's learning and development needs can be fully supported from the beginning. 12/04/2016

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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

 build on the links with all other settings that children attend and share information to provide continuity in children's learning  establish an effective and ongoing programme of professional development to strengthen the quality of teaching even further  develop the thorough use of self-evaluation, so that any weaknesses in practice are quickly identified and addressed.

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Inspection activities

 The inspector viewed areas of the childminder's home used for childminding.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector looked at policies, children's personal profiles and a range of other documentation, including evidence of qualifications and suitability of household members.  The inspector discussed self-evaluation and how the views of parents and children are included to drive improvement.  The inspector and childminder undertook a joint observation of an activity.  The inspector observed the quality of teaching during activities, and assessed the impact this has on children's learning.  The inspector took into account the views of parents.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder is fully aware of who to contact should she have concerns about a child's welfare. A range of procedures and policies supports children's overall health, safety and well-being. The childminder understands the importance of building partnerships with other professionals. However, a two-way flow of information about children's learning is not well established with other settings that children attend. The childminder is well qualified and experienced, and shows some dedication to developing her skills and knowledge by completing occasional training courses. However, her professional development focuses more on legally required aspects of training, rather than being specifically targeted at developing first-rate teaching skills.

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Quality of teaching, learning and assessment requires improvement

The childminder is not using self-evaluation to fully identify or address areas for improvement in the quality of her teaching and the childminding provision. She has identified some weaknesses in her planning and assessment of children's development, although her knowledge of how to accurately assess children's progress is not secure enough. This impacts on her ability to tailor experiences to each child's unique development and learning needs. Nevertheless, children enjoy exploring as they independently make good use of accessible resources. They are settled, confident and relaxed in the childminder's care. The childminder provides activities to help children use their imagination. She uses opportunities to count with them to help them think about mathematical concepts, such as more and less. Young children are supported to make good progress in their communication and literacy skills. For example, the childminder

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Quality of teaching, learning and assessment requires improvement

engages them in books as she reads a story and talks about the illustrations. She listens carefully to children and repeats words back to them, aiding their pronunciation.

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Personal development, behaviour and welfare require improvement

There are suitable settling-in procedures in place to help support children with their move from home. However, information the childminder obtains from parents on entry is focused on care needs and does not include sufficient detail to help provide good opportunities for children's learning from the start. Nevertheless, the childminder provides a welcoming environment. Children form good attachments with her which help them to feel emotionally secure. They are motivated and confidently choose from a good range of resources in the childminder's inviting playroom. The childminder provides a varied range of snacks, and children have regular opportunities for outside play and they benefit from fresh air. This helps them gain an understanding of the importance of regular physical exercise and a healthy lifestyle. The childminder arranges activities with other childminders and regularly attends toddler groups. This helps children to interact with

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Personal development, behaviour and welfare require improvement

others, and learn to respect and value differences and similarities in the community.

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Outcomes for children require improvement

Children are making steady progress. They are encouraged to play cooperatively with one another. This helps them to build relationships with their peers and prepares them emotionally for the larger social environment of school.

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Setting details

Unique reference number 319621 Local authority Leeds Inspection number 847791 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 24 March 2011

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Telephone number

The childminder was registered in 1985 and lives in Wetherby, West Yorkshire. She operates during term time only, from 7.30am to 6pm, Monday to Thursday. The childminder holds an appropriate qualification at level 3.

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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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