Childminder EY436560

Inspection date

Previous inspection date 6 March 2017 21 September 2016

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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 provide parents with consistent information about their child's progress to enable them to support their child's learning at home.  Opportunities are missed to help children to develop their understanding of the importance of good hygiene practice, this specifically relates to handwashing. This means children's good health is not best supported.  The childminder does not fully focus planning and assessment sharply enough to meet individual children's next steps in learning.  The childminder has not yet sharply focused her professional development on raising the quality of her teaching to an exceptional standard.  Self-evaluation is not sufficiently robust to fully identify and prioritise areas for improvement.

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It has the following strengths

 The childminder promotes children's language and communication skills. She asks a good range of questions and repeats words back to young children, helping to extend their vocabulary, communication and thinking skills.  Children are happy and settled with the childminder and form close bonds with her. The childminder is caring and attentive, which supports their emotional well-being successfully.

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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

 develop partnerships with parents so that information about children's learning is shared in detail to promote continuity 03/04/2017

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Due Date

 ensure good hygiene practice is embedded and contributes to children's understanding of a healthy lifestyle 03/04/2017

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Due Date

 ensure that assessment and planning systems target what children need to learn next to support individual children to reach their full potential. 03/04/2017

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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

 explore ways to engage in professional development opportunities that increase the potential to raise the quality of teaching to a higher level  develop a self-evaluation process that improves the quality of future practice even further.

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Inspection activities

 The inspector held a number of discussions with the childminder and spoke to children. She checked the evidence of the childminder's qualifications and evidence of the suitability of all household members.  The inspector discussed self-evaluation and how the views of parents and children are included to drive improvement.  The inspector observed play and learning opportunities for children and undertook a joint observation of an activity with the childminder.

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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. The childminder shows some dedication to developing her skills and knowledge, particularly since her last inspection. For example, she has sought support from the local authority advisor and has discussed good practice with other childminders in the area. However, her professional development focuses more on legally required aspects of training, rather than being specifically targeted at developing first-rate teaching skills. The ways in which the childminder checks and evaluates her practice are not yet robust. As a result, the childminder's ability to identify her strengths and areas for improvement are not yet effective.

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Quality of teaching, learning and assessment requires improvement

The childminder observes children and has a general awareness of their capabilities. However, she does not use the information from observations and assessments precisely enough to plan for children's next steps in learning. The childminder provides some resources that capture children's interests and hold their attention. For example, children concentrate as they play with cars and construct with building blocks. The childminder understands the importance of sharing information with parents and other professionals. However, the information she shares with parents is, generally, focused on children's care and well-being. The childminder has not implemented effective procedures to fully share information with parents about children's individual progress towards the early learning goals. This does not help parents to support aspects of their children's learning at home.

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Personal development, behaviour and welfare require improvement

The childminder provides a suitable range of healthy meals and snacks and children have opportunities to be active and engage in physical play while on outings in their local area. This, generally, helps to support their well-being. However, the childminder does not fully promote children's understanding of how thorough handwashing routines can best support their good health. The childminder praises and encourages children's achievements and efforts, helping to promote their self esteem and confidence. Positive strategies are in place to manage behaviour and the childminder reinforces appropriate behaviour, providing clear guidance to children. The childminder arranges activities with other childminders and attends toddler groups. This helps children to interact with others and prepares them emotionally for the larger social environment of school.

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Outcomes for children require improvement

Planning and assessment are not focused enough to help children to make good progress. However, children are settled and relaxed in the childminder's care. They are learning to develop their mathematical skills through play. For example, they count and use numbers in everyday play. Children's independence skills are developing well.

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Setting details

Unique reference number EY436560 Local authority Leeds Inspection number 1074294 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 21 September 2016

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Telephone number

The childminder was registered in 2012 and lives in Belle Isle, Leeds, West Yorkshire. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for 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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