Childminder EY498247

Inspection date 14 December 2018 Previous inspection date 20 June 2018

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Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not maintain certain rooms at a comfortable temperature for babies and toddlers. n The childminder does not promote younger children's key foundations for future learning as much as possible, specifically their communication and language, to ensure they make good progress. n Babies and toddlers freely access a variety of toys made of plastic. However, they have less opportunities to explore and investigate a wider and richer range of media and materials that optimises their learning. n The childminder does not provide many opportunities for children to learn to appreciate the similarities and differences between themselves and others. n The childminder has made progress since the last inspection, addressing actions raised. However, her evaluation of practice is not rigorous enough to raise the overall quality of the provision and teaching to a good standard.

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It has the following strengths

n The childminder provides a safe and secure environment. n Children and babies have secure emotional attachments to the childminder, who is warm and loving with them. Toddlers and babies develop early independence, for instance, during mealtimes. n The childminder forms strong links with providers where children attend other settings. n The childminder's interactions with older children are positive and effective. n The childminder helps children to learn important early social skills through her own good role modelling.

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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 ensure that rooms used for childcare purposes are consistently maintained at a comfortable temperature for babies and toddlers 28/12/2018

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What the setting needs to do to improve further

improve the youngest children's communication and language development, including through good-quality and skilful interactions that provide a language-rich environment. 28/12/2018

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n provide a broader and richer range of media and materials to use, move and combine in different ways, to ignite the younger children's natural curiosity as learners, their creativity and imagination skills n increase children's opportunities to learn about the similarities and differences between themselves and others n improve self-evaluation, to identify strengths, weaknesses and areas for improvement that will have the most significant impact on the quality of the provision, including through more precisely targeted continued professional development.

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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 assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. 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.

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Effectiveness of leadership and management requires improvement

Safeguarding is effective. The childminder regularly updates her child protection training and has a sound knowledge of this subject. She minimises risks to children and closely supervises babies and toddlers to minimise accidents. The childminder reflects on practice in some ways, for example, by making use of local authority quality improvement audits which have some positive impact. However, her own reflection of practice is not rigorous enough in identifying key areas for improvement. The childminder does not focus professional development well enough on raising the quality of teaching and learning, particularly for the youngest children. She does not make good use of her qualification to support younger children's learning.

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Quality of teaching, learning and assessment requires improvement

The childminder continually observes, assesses and plans for children's future learning. However, her planning for toddlers and babies does not focus enough on their communication and language; this is a key foundation for their next steps in learning. As part of this, the quality of the childminder's interaction is not effective enough. The childminder builds on older children's learning with greater success. For example, as they build a car with construction toys, the childminder encourages them to 'have a go' before sensitively intervening to offer support. She introduces early mathematics, such as counting wheels, and builds on children's thinking skills through effective questioning.

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Personal development, behaviour and welfare require improvement

The childminder follows effective hygiene practices. She washes her hands before preparing food and when dealing with children's care needs, such as nappy changing and wiping noses. Parents provide children's food and the childminder serves this appropriately. These hygiene routines help her to successfully minimise cross-infection. However, some other care practices are less effective in fully promoting the youngest children's good health. For example, the playroom is not warm enough to fully ensure the younger children's comfort, especially when they have signs of a cold. The childminder gathers information from parents and other settings children already attend to help them settle. She continually informs parents about children's care and learning.

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Outcomes for children require improvement

The youngest children do not make good progress due to the weaknesses in the childminder's teaching and her planning for their key foundations for future learning. Nonetheless, they are developing some skills that prepare them for moving on to pre- school. For example, babies and toddlers enjoy social interactions with adults and confidently practise their developing physical skills as they pull themselves to standing and climb on and off furniture. Older children develop school readiness. They are eager to play after arriving from pre-school and independently access a generally good range of resources. They behave well, show good focus and develop early mathematical skills. For example, children find corresponding construction pieces, replicating the car on the picture.

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Setting details

Unique reference number EY498247 Local authority Kirklees Inspection number 10079694 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 0 - 9 Total number of places 6 Number of children on roll 6 Date of previous inspection 20 June 2018

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Registers

The childminder registered in 2016 and lives in Dewsbury, West Yorkshire. She operates on weekdays all year round, except for bank holidays and family holidays, from 7.30am to 5.30pm. The childminder holds a qualification at level 3.

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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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Registers

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Registers

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