Childminder in Leeds

Inspection date

Previous inspection date 26 June 2018 12 May 2014

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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:

 Certain medicine records are not accessible for inspection, as required.  The childminder does not effectively support the youngest children’s communication and language skills and their personal, social and emotional development. This is especially relevant where English is not their primary language.  Some activities, toys and resources are not matched well to the individual needs and interests of children under two years and do not fully support their independent play.  The childminder does not consistently use information from assessments effectively to prioritise and plan for children's next steps in learning and address any gaps in their learning, in consultation with parents. This means children do not make good progress.  The childminder does not fully reflect on all aspects of her practice to ensure good outcomes for children.

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It has the following strengths

 Children play happily, including outdoors where they benefit from fresh air and exercise.  Older children develop imagination while exploring dough and engaging in role play.  The childminder follows toddlers’ daily care routines, such as nap times.  The childminder identifies and minimises hazards to children.  Older children are sociable with one another and link up during the activities.

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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

 ensure that records relating to the administration of medicines are easily accessible and available 10/07/2018

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Due Date

 improve the communication and language skills and the personal, emotional and social development of children under two years, especially those learning English as an additional language 23/07/2018

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Due Date

 improve the planning of activities and the provision of toys and resources for children under two years, to ensure that these accurately match their individual needs and interests and support their independent play and exploration 23/07/2018

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Due Date

 use the information gained from assessments to prioritise and plan for future learning and close any gaps promptly, in partnership with parents, to help children make good progress. 23/07/2018

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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

 develop self-evaluation to identify key weaknesses and areas for development that will have the most significant impact on the quality of the provision, including teaching.

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Inspection activities

 The inspector observed the childminder's interactions with the children and activities and care routines indoors. She also observed children playing in the local park.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder and spoke briefly with her assistant. She looked at relevant documents and sought evidence of the suitability of persons living and working in the household.  The inspector spoke to children during the inspection.  The inspector spoke to a parent during the inspection and viewed parent questionnaires.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder has a secure knowledge of child protection issues and maintains a safe and secure environment. She talks to children about road safety as they return home from the park, to help them learn about staying safe. The childminder reflects on her practice with her co-childminder. However, key areas for improvement are not always targeted well enough. Despite the childminder's qualification and commitment to further training, this is not having a fully positive impact on her practice. She ensures her emergency back-up assistant has a basic understanding of his roles and responsibilities. The childminder obtains written consent from parents to administer medication to children. However, documentation is not available to confirm that a written record is kept each time medication is administered.

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Quality of teaching, learning and assessment requires improvement

The childminder supports older children's independent learning and provides them with suitable challenge. However, toys, resources and activities are not always stimulating enough to support younger children's free play and fully motivate and engage them. The childminder undertakes continuous assessment. However, planning for children's next steps and any gaps in their learning is not always precise enough and does not effectively involve parents. The childminder uses some opportunities to extend and build on children's learning. For example, she shows toddlers how simple technology toys work and models making a dough snake and bracelet to older children.

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Personal development, behaviour and welfare require improvement

Where the childminder and her co-childminder speak children's home languages, these children, now three years of age, communicate well. However, where they do not, the childminder is not fully proactive in gathering information from parents about their home languages. This also has some impact on transitions as some new young children are, at times, unsettled. The childminder does not fully consider how she can plan activities to support early communication skills, or fully support this as younger children play or during daily routines. She does not always effectively model important social skills with the children or her co-childminder, such as using good manners.

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Outcomes for children require improvement

Children do not make good progress. This is a result of the weaknesses in the assessment and planning arrangements and in the support for younger children's early foundations for future learning, especially those learning English. Nonetheless, older children, in particular, enjoy their time with the childminder and are developing some skills that prepare them for school. For example, they behave appropriately and focus while using dough equipment to create different shapes and share resources.

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Setting details

Unique reference number EY403007 Local authority Leeds Inspection number 1087340 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 2009 and lives in Leeds. She works with another registered childminder. The childminder's husband is registered as an assistant. However, he only works alongside her as an emergency back up. The childminder operates Monday to Friday from 6am to 7pm, and on Saturdays from 8am to 5pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a childcare 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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