Childminder in Leeds

Inspection date

Previous inspection date 26 June 2018 8 April 2016

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3

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 ensure that medicine records are accessible.  The childminder does not effectively support younger children’s communication skills and their personal, social and emotional development where English is not their first language.  The childminder does not fully match activities, toys and resources to support younger children’s learning and development and facilitate their independent play.  The childminder does not fully use information from assessments to prioritise and plan for children's next steps in learning and address any gaps in their learning, in partnership with parents. Consequently, children make variable progress.  The childminder does not reflect on her practice precisely enough to fully ensure good outcomes for children.

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It has the following strengths

 Children enjoy a variety of fruit and vegetables during the day.  The childminder closely supervises children as they use physical apparatus in the park.  Older children behave appropriately and play together imaginatively with role-play toys.  The childminder praises children’s achievements, to help foster their confidence.  Older children show independence while choosing what they would like to play with.

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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 and 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 resources and toys for children under two years to ensure that these accurately match their individual needs and interests and support their independent play 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

 improve self-evaluation systems, in order to identify key areas for development that will have the most significant impact on teaching and the quality of the provision as a whole.

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Inspection activities

 The inspector observed activities and care routines indoors. She observed children as they played in the local park as well as observing the childminder's interactions with the children.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at various documents and sought evidence of the suitability of persons living or working in the household. She viewed children's records of learning.  The inspector spoke to children during the inspection.  The inspector viewed parent questionnaires and spoke to a parent during the inspection.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder helps to keep a safe environment and understands possible signs of abuse. Children learn to manage risk, for example, as they climb up the rope ladder to the top of the slide. The childminder reminds them to sit down at the top. The childminder evaluates her practice with her co-childminder. However, key areas for improvement are not always precisely targeted. The childminder has a qualification and has completed further training since her last inspection. However, this is not having a fully positive impact on her practice. Parents give written consent for the childminder to administer medication. However, documents are not available to confirm that a written record is kept each time medication is administered to a child.

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Quality of teaching, learning and assessment requires improvement

The organisation of the learning environment and activities supports older children's independent learning and provides them with suitable challenge. However, it is not consistently stimulating enough to fully motivate and engage younger children and enable them to lead their own play. The childminder carries out regular assessments. However, she does not consistently use the information to precisely target and plan for children's next steps and any gaps in their learning, in partnership with parents. The childminder uses some opportunities to build on children's learning. For example, she suggests ideas, such as making a dough cake, and counts the bricks in the tower older children create.

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Personal development, behaviour and welfare require improvement

Older children who speak English as an additional language, communicate well. This is supported by the childminder and her co-childminder who speak their home languages. However, the childminder is not proactive in gathering information from parents about children's home languages where these are not familiar to her. This also has some impact on new young children's transitions as they are, at times, unsettled. The childminder does not effectively plan activities to support their early communication skills or fully support this as they play and during care routines. At times, the childminder does not fully support children to learn important social skills. For example, she does not always model good manners with her co-childminder or the children.

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Outcomes for children require improvement

Children make some progress, but this is not yet good. This results from the weaknesses in the assessment and planning arrangements and in the support for younger children's key foundations for future learning; especially those learning English. Nonetheless, older children are developing skills that prepare them for future learning or school. They have a positive approach to learning new skills, such as using tools as they play with dough. They are forming early friendships and share simple ideas as they play.

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Setting details

Unique reference number EY468734 Local authority Leeds Inspection number 1120495 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 8 April 2016

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Telephone number

The childminder registered in 2013. She works alongside another registered childminder from her co-childminder's premises in Leeds. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate early years qualification at level 2.

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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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