Childminder in Wakefield

Inspection date

Previous inspection date 24 March 2016 30 November 2011

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 The childminder does not have enough understanding of the learning and development requirements. She is not aware that there are significant weaknesses in her practice. Her monitoring of teaching and the educational programmes is ineffective. There are no plans to help the childminder or her assistant to improve their quality of teaching.  The childminder is not aware that some children in her care attend other settings. She does not understand the importance of sharing information about children's care and learning with other early years providers. Not all parents are involved in their children's learning.  Incorrect assessment of some children's progress means the childminder does not have a good understanding of what children have achieved or the progress they have made. Planning does not take into account children's stage of development or their interests. Teaching is ineffective and is not matched to children's needs. Interactions with children

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This provision is inadequate

are poor.  The childminder does not take appropriate action to source additional support for children who are identified as not making sufficient progress in their learning.  Children are not supported to have a positive sense of themselves, play together or develop secure friendships. Consequently, they are not developing some of the social skills they need to prepare them for school.  The childminder and her assistant lack understanding of diversity. Children have few experiences to increase their understanding of people and communities beyond their own or to help them to recognise and accept each other's differences.

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It has the following strengths

 The childminder and her assistant help children to be independent in their personal care, to help them prepare for school.

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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

 develop a focused programme of professional development that improves skills, knowledge and understanding of roles and responsibilities 24/04/2016

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Due Date

 work in partnership with parents and carers to share information about children's care and development and to promote a shared approach to children's learning that helps them to develop more of the skills they need for school 24/04/2016

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Due Date

 make sure assessments of children's learning and development are accurate and provide a clear picture of children's progress, their strengths and any gaps in their learning 24/04/2016

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Due Date

 ensure that when gaps in children's learning are identified, appropriate action is taken, working in partnership with parents, carers and other professionals, to ensure children receive any additional support they need 24/04/2016

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Due Date

 use information about the individual needs, interests and stage of development of each child to plan challenging and enjoyable experiences for children in all of the areas of learning and development 24/04/2016

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Due Date

 provide purposeful play that is promoted through an effective balance of adult-led and child-initiated activity and is supported by warm and positive interactions with adults 24/04/2016

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Due Date

 help children to develop a positive sense of themselves and others, to form positive relationships with other children and to develop the social skills they need for their future learning 24/04/2016

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Due Date

 provide children with opportunities to explore, observe and find out about other people, the wider world and the wider community. 24/04/2016

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Inspection activities

 The inspector observed activities in the childminder's home, both inside and in the garden.  The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector took account of the views of parents from the childminder's review of her practice.  The inspector looked at children's records, discussed planning and looked at a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management is inadequate

The childminder does not have a secure understanding of the learning and development requirements. She does not have enough knowledge to identify key weaknesses in her practice. She has a relevant qualification and has accessed additional training, but does not demonstrate a suitable understanding of how good quality teaching supports children's development. The childminder's assistant has also completed some training. However, this has not focused enough on improving the quality of teaching. Parents who speak English as an additional language are not given enough support to be involved in their children's learning. Assessment of children's progress is often incorrect. The childminder does not always know that some children in her care attend other settings. She has no systems in place for sharing information about children's learning and development with the other settings they go to. This means there is not enough information about their progress in

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Effectiveness of the leadership and management is inadequate

order to plan accurately for their future learning. Arrangements for safeguarding are effective. The childminder and her assistant have an adequate understanding of child protection issues. They can identify the signs and symptoms that indicate a child might be at risk from harm or abuse. They understand the procedures to follow if they have concerns about a child or an adult. Appropriate suitability checks are completed for students who attend placements.

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Quality of teaching, learning and assessment is inadequate

The standard of teaching is extremely poor. Educational programmes are not planned well enough to take into account children's interests, abilities or preferences for learning. For example, the childminder does not provide enough support for children's interest in role play. Child-led play is not supported by good quality interactions. As a result, children are not well engaged or motivated to learn. Information about younger children's development is shared with parents, although it is not always accurate. The childminder has identified that some children are making slower than expected progress. However, she has not sought advice or considered what additional support they might need. Babies enjoy playing with everyday objects. They experience textures and use resources to make sounds. Older children enjoy choosing materials to make cards for special events.

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Personal development, behaviour and welfare are inadequate

The childminder helps children to understand simple rules. Children make some independent choices about their play as they choose from a suitable range of resources. They play alongside each other and learn to take turns with toys. However, they are not encouraged to play together and develop good friendships. This means they do not develop some of the social skills they need for school. Children regularly spend time outdoors. They have opportunities to play in the fresh air and learn to keep themselves safe. For example, they negotiate steps and develop their physical skills as they climb and slide. The environment is clean and well maintained. Children enjoy a suitable range of healthy snacks and drinks. Good hygiene routines are effectively implemented.

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Outcomes for children are inadequate

Children are not sufficiently supported to develop good language skills. Children who speak English as an additional language are not given enough help to achieve a good standard of spoken English in preparation for the eventual move to school. Children's achievements are not always acknowledged and their attempts to initiate interactions with adults are often not reciprocated. Consequently, their self-esteem is not adequately promoted. This inhibits them from becoming successful learners and confident individuals. Children are given few opportunities to learn about the diverse community they live in, or the wider world. They do not have enough experiences to help them understand that some people are different to them and to learn to tolerate and respect those differences. Older children develop some early literacy and mathematical skills. For example, they begin to recognise letters from their name and count numbers up to 20.

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Setting details

Unique reference number EY350654 Local authority Wakefield Inspection number 849490 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 12 Number of children on roll 12

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Name of provider

Date of previous inspection 30 November 2011

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Telephone number

The childminder registered in 2007 and lives in Normanton. She works with her husband, who is her registered assistant. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant 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

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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