Childminder in Leeds

Inspection date 21 March 2019 Previous inspection date Not applicable

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This inspection: Inadequate 4

Previous inspection: Not applicable Effectiveness of leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Inadequate 4

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This inspection: Inadequate 4

Outcomes for children Requires improvement

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This provision is inadequate

n Risk assessments are not robust. The childminder has failed to identify potential risks to children. Hazardous substances are within children's reach in an unlocked cupboard. This compromises children's safety and well-being. n The childminder does not make regular observations of children to find out what they know and can do. This means she is not accurately identifying and planning for the next steps in their learning. n The childminder does not adequately monitor or assess children's ongoing development to ensure they make good progress in all areas of learning. Consequently, parents do not receive clear information about their children's progress. n The childminder does not have a sharp enough focus on her own professional development to further improve her knowledge and understanding of the learning and development requirements of the early years foundation stage. n The childminder does not always provide sufficient opportunities for children to develop

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This provision is inadequate

an understanding of people, families and communities beyond their own, and to reflect on the differences between us.

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It has the following strengths

n Children are happy and settle easily in the childminder's care. She knows the children and their families well. She works alongside parents to meet individual children's needs. For example, she is currently working with a family to support potty training. n The childminder encourages children to be independent. They make their own choices from the range of good-quality resources on offer.

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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 complete robust risk assessments and ensure any hazardous substances are stored safely and out of reach of children 27/03/2019

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What the setting needs to do to improve further

make regular observations of children to find out what they know and can do, and use this information to plan challenging activities to support their next steps in learning 20/04/2019

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What the setting needs to do to improve further

make regular assessments of children's learning and share information about their progress with parents. 20/04/2019

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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 identify professional development opportunities that are focused on further improving knowledge and understanding of the learning and development requirements of the early years foundation stage n provide more opportunities for children to learn about people, families and communities beyond their own, to acquire a deeper understanding of diversity and the differences between us.

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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 and assessed the impact this has on children's learning. n The inspector took account of a sample of documents, including training certificates, registers and children's admission records. n The inspector viewed parts of the premises used for childminding purposes. n The inspector held discussions with the childminder to assess her knowledge and understanding of the learning and development requirements of the early years foundation stage. n The inspector checked evidence of the suitability of all people living in the household.

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Effectiveness of leadership and management is inadequate

The childminder has failed to identify potential risks to children. This compromises children's safety. Safeguarding is not effective. The childminder has recently completed first-aid training, however she has not accessed any further professional development opportunities to support her knowledge and understanding of the learning and development requirements. This has had an impact on her ability to plan effectively for children's future learning. The childminder understands the procedures she must follow if she has concerns regarding the welfare of a child. She is able to identify the signs and symptoms when a child may be at risk of harm.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is not consistently good. The childminder does not identify what children need to learn next as she does not complete regular observations to identify what they already know. Furthermore, she does not make regular and precise assessments of children's learning. The childminder is therefore not accurately monitoring children's progress in all areas of learning and she is not sharing clear information with parents about their children's progress. However, the childminder does support children's communication and language skills well. She consistently models and uses new language. Children learn to recognise colour. For example, the childminder prompts the children to find the green brick and the yellow brick, which they do successfully. The childminder promotes children's mathematical thinking as she introduces new language. For instance, as children build a tower, she asks a child how

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Quality of teaching, learning and assessment requires improvement

many bricks are needed to make it as tall as she is.

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Personal development, behaviour and welfare are inadequate

Children's welfare is compromised due to weaknesses in leadership and management. The childminder has failed to complete robust risk assessments to assure children's safety. Nevertheless, children are confident and self-assured. They behave well because the childminder has set clear behavioural expectations. Children learn about festivals, such as Easter and Diwali, however the childminder does not always maximise opportunities for children to learn about their similarities and differences, or the diversity in the wider world. The childminder encourages and praises children for their efforts. This supports their confidence and self-esteem. Children are becoming independent. They make choices in their play. For example, children access books which they take to the childminder to read to them. The childminder swiftly responds to children's emotional needs. She recognises when they are upset or tired and takes action to meet their

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Personal development, behaviour and welfare are inadequate

needs. The childminder offers a variety of healthy meals and snacks. Children access fresh air daily and they benefit from regular outings. They visit soft-play centres and the local park, where they can access larger apparatus and learn to assess risk and manage their own safety. For example, they make attempts to climb the steps of the large apparatus.

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Outcomes for children require improvement

Outcomes for children are not good enough. The childminder does not monitor and assess children's progress adequately. This means she cannot easily identify any potential gaps in children's learning or development. Despite this, children do acquire some skills they need in readiness for school. They expertly use their fine-motor skills as they take part in a threading activity. They learn to count as they count the number of bricks they have used to build a tower.

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Setting details

Unique reference number EY540211 Local authority Leeds Inspection number 10079980 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 2 - 9 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Garforth, Leeds, West Yorkshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for 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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Registers

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Registers

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Registers

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