Childminder in Leeds

Inspection date 28 September 2018 Previous inspection date 4 August 2016

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Previous inspection: Not met (with enforcement)

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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

n The childminder's ongoing programme of professional development is not sufficiently targeted to raise the standard of teaching further and ensure she delivers high-quality learning and development experiences consistently for children. n The childminder does not always consider the individual needs, interests, and stage of development of each child to provide consistently challenging and enjoyable experiences in all areas of learning and development. n The childminder does not always promote each area of learning and development through well-planned, purposeful play and an effective balance of adult-led and child- initiated activity that fully supports each child's individual learning needs.

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It has the following strengths

n Children are happy and settled in the childminder's care. She takes them to groups, such as music and story sessions at the library. They attend playgroups where they meet up with other childminders. These give children the opportunity to meet and build friendships with other children. n Children learn how to play safely and manage risks well. They enjoy developing their physical skills during play in the garden. n The childminder works with parents to agree strategies to promote good behaviour and regular attendance. She provides clear guidance for children about what is and is not acceptable behaviour.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date take decisive action to raise the quality of teaching further and offer good-quality learning and development experiences for children consistently 28/10/2018

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What the setting needs to do to improve further

fully consider the individual needs, interests, and stage of development of each child and use the information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development 28/10/2018

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What the setting needs to do to improve further

ensure each area of learning and development is delivered through planned, purposeful play and through a mix of adult-led and child- initiated activity, responding to each child's emerging needs and interests and guiding their development through positive interactions. 28/10/2018

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector discussed with the childminder how she reviews her practice and obtains the views of parents.

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Effectiveness of leadership and management requires improvement

The childminder's professional development does not focus enough on raising the standard of teaching further to ensure this continually improves. Nevertheless, she has taken some positive action since the last inspection to better her practice. The childminder seeks feedback from the local authority and parents to review her practice. She has accessed training to improve her understanding of the safeguarding and welfare requirements. Safeguarding is effective. The childminder has appropriate policies and procedures in place. These reflect current guidance. She demonstrates a secure understanding of the signs and symptoms of abuse and knows what to do if she is concerned a child might be at risk from harm. The childminder obtains children's starting points from parents. She completes accurate assessments of children's skills and abilities in order to identify their next steps in learning.

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Quality of teaching, learning and assessment requires improvement

The childminder completes ongoing observations of children's progress. She has procedures in place to complete the required progress check for children aged between two and three years and to share it with parents. The childminder recognises what children are capable of and shares next steps in learning with parents but she does not always use the information she gathers to plan effectively. She provides resources that reflect children's learning, which means they make choices about their play. However, she does not consistently engage them well through high-quality interactions. As a result, their play sometimes lacks focus and they are not stimulated to learn more. For example, during role play the childminder does not help children to make connections to their own first-hand experiences, such as having a meal at home. Nevertheless, the childminder provides opportunities for children to develop their early literacy skills. She

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Quality of teaching, learning and assessment requires improvement

models language to help children develop secure communication and language skills.

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Personal development, behaviour and welfare require improvement

Weaknesses in teaching mean that the childminder does not consistently challenge children well enough. As a result, she does not fully support them to become inspired learners who are keen to learn more. Nevertheless, the setting is welcoming. Children have opportunities each day to play outside in the fresh air. The childminder promotes healthy eating, good hygiene and children's independence in personal care routines. She encourages them to be polite and use good manners. The childminder uses praise well to help promote children's confidence and self-esteem.

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Outcomes for children require improvement

Children make suitable progress from their starting points. They develop good social skills. They are beginning to develop early mathematical skills. For example, they start to count and recognise colours and shapes. They attain some of the key skills they need for school.

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Setting details

Unique reference number EY330569 Local authority Leeds Inspection number 10078860 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 4 Date of previous inspection 4 August 2016

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Registers

The childminder registered in 2006 and lives in the Bramley area of Leeds. She operates all year round from 8am to 5pm, Monday to Friday, except bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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