Childminder in Wakefield

Inspection date

Previous inspection date 4 July 2018 15 January 2015

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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 Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The quality of teaching is not consistently good. The childminder does not fully support children to make good progress in every area of their learning, such as young children's communication skills and older children's understanding of the world.  The childminder does not complete regular, up-to-date assessments of older children's progress in every area of their learning. This means that the information provided to parents does not give a clear picture of their children's development and areas of slower progress are not recognised swiftly.  The childminder does not effectively evaluate the quality of her teaching or reflect on children's learning to help her identify areas for professional development.

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It has the following strengths

 Children have secure bonds with the childminder. She knows how to meet their care needs very well. Children show confidence and are settled. Parents are very happy with the care their children receive.  The childminder teaches children how to keep themselves safe. Older children have a good understanding of road and sun safety.  Older children are supported to develop the skills they need in preparation for starting school. The childminder has good partnerships with teachers to help promote continuity.  The childminder manages children's behaviour positively. She is supportive and caring and helps young children to understand their own feelings. This has a positive impact on their emotional well-being.

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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 the quality of teaching to ensure every area of learning is covered in depth and breadth, particularly young children's communication and language skills and older children's understanding of the world 04/08/2018

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Due Date

 develop the use of observations and assessments to provide a clear understanding of children's development in every area of their learning and to share clearer information with parents. 04/08/2018

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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

 enhance the ways to reflect on the quality of children's learning experiences and use this information to access professional development to raise the quality of teaching.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children throughout the inspection.  The inspector completed a joint observation with the childminder.  The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children. She discussed children's learning, assessment and planning with the childminder.  The inspector obtained written feedback from parents and took account of their views.

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Effectiveness of the leadership and management requires improvement

The childminder has not fully developed ways to reflect on her teaching or expand her professional development to help children make good progress. However, the qualified childminder has refreshed her safeguarding knowledge and completed her paediatric first- aid training. This helps to keep children safe. Safeguarding is effective. The childminder knows how to report concerns about children's welfare. The childminder does not carefully monitor the progress of all children who attend. For example, older children are not observed in some areas of learning and young children have areas of slower progress. The childminder has good relationships with parents. She invites them on trips out of the setting with their children and promotes continuity of care.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. The childminder does not focus her teaching during planned activities and misses opportunities to help children make consistently good progress. For example, older children enjoy the creative aspect of making their flags for Independence Day. They show good mathematical skills as they count the stars and recognise the striped pattern. However, the childminder does not focus her teaching on developing their understanding of the wider world or other cultures and festivals. Babies are not fully engaged during planned activities and the childminder does not consider their individual learning goals, such as developing their language skills. However, she is skilled at enhancing their self-chosen experiences and helps them to make good progress in their physical development. The childminder collects information from parents about children's stages of development when they start. She uses this information to contribute to their

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Personal development, behaviour and welfare are good

The childminder provides a warm, safe environment for children. Children's well-being and safety are paramount. The childminder has robust procedures to help her to get to know children and families before they attend. She gathers information about their specific care needs and routines. This helps her to promote continuity and inclusion. The childminder actively promotes children's good health. For example, children enjoy choosing fresh fruit for their snack and enjoy regular walks into the community to gain fresh air and exercise. The childminder uses praise effectively to help children understand right from wrong. This has a positive impact on their emotional well-being and they show pride in sharing their achievements and skills.

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Outcomes for children require improvement

Children do not make enough progress in every area of their learning. However, the older children show readiness for starting school and work in the stages typically expected for their age in their mathematical and literacy development. Overall, children are keen to join in with activities and show enthusiasm in their self-chosen experiences. They have good levels of self-confidence and good social skills.

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Setting details

Unique reference number EY425662 Local authority Wakefield Inspection number 1094771 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 15 January 2015

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Telephone number

The childminder registered in 2011. She lives in Woolley Grange, Wakefield. The childminder operates all year round from 7am to 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder provides funded education places for two-, three- and four-year-old children. She has a relevant level 3 qualification in childcare.

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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

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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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