Childminder EY473358

Inspection date 14 May 2019 Previous inspection date 19 July 2016

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Effectiveness of leadership and management Requires improvement

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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 has not established an effective programme of professional development to identify gaps in skills for herself and her assistant. She does not successfully monitor the quality of the provision, including her assistant's knowledge, and work towards improving areas that impact her service the most. n The childminder and her assistant often over-direct children during activities and complete tasks for them. This hinders children's abilities to develop some of the independence skills that they require for their future learning. n During their play, children are not consistently given time to think for themselves or freely explore their environment. They are not developing their own styles of learning or recognising their own achievements. n The childminder has not found successful ways to engage parents fully in their children's learning. They are not encouraged to consistently contribute to assessments

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This is a provision that requires improvement

of their children's development from the start.

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It has the following strengths

n The childminder has wonderful relationships with the children in her care. Children are well settled and have secure emotional attachments with the childminder. n Overall, the childminder has established good relationships with parents. They are kept informed about their children's care. Parents comment positively about the service that they receive.

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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 recognise and swiftly develop areas for improvement in skills and knowledge for all practitioners that have the most impact on the quality of practice 20/06/2019

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What the setting needs to do to improve further

provide opportunities for all children to develop their independence in their learning and within routines 20/06/2019

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What the setting needs to do to improve further

improve teaching strategies to enable children to have confidence in their abilities and develop their own learning styles. 20/06/2019

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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 develop methods that encourage parents to contribute to their children's learning and assessment from the start.

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What the setting needs to do to improve further

n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and her assistant. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided. n The inspector observed the quality of teaching during activities in the playroom and outdoors, and assessed the impact this has on children's learning.

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Effectiveness of leadership and management requires improvement

The childminder does not use her monitoring skills well enough to fully identify training needs and address areas of weakness in her own and her assistant's practice. She understands and implements safeguarding policies and procedures. The childminder understands how to identify possible child protection concerns and how to report them to keep children safe. Safeguarding is effective. The childminder establishes good links with other professionals, such as health visitors, and works with them to support children's needs. She regularly visits other childminders and a local community centre, where she develops working partnerships and good links with schools. Children experience a variety of opportunities to socialise with a range of different people.

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Quality of teaching, learning and assessment requires improvement

The childminder has some understanding of how children learn and develop. However, her assistant's knowledge and skills are not secure. Therefore, teaching skills are not consistent. Children do not consistently have the chance during their play to think for themselves or develop confidence in their own abilities. For example, as the childminder asks questions, her assistant often gives children the answers. Children enjoy spending time with the childminder. They engage in activities for short periods of time. During 'circle time' the childminder and children talk about the days of the week, the weather and attempt simple counting. Children show excitement when singing songs of their choice. Even the youngest of children join in with simple actions. The childminder records children's progress through photographs and written assessments. This includes the progress check for children aged between two and three years. The childminder uses

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Quality of teaching, learning and assessment requires improvement

the information she gathers to plan activities and children's next steps in learning, to help narrow any gaps in their development.

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Personal development, behaviour and welfare require improvement

The childminder models positive language and actions to children and uses lots of praise. As a result, children behave very well. They enjoy playing together and are able to take turns. Disputes are handled appropriately. Although children are encouraged to have a go at some tasks, such as putting on their own coats, opportunities to consistently develop their independence are often missed. For example, when children are served healthy snacks and home-cooked meals, they are not encouraged to be as independent as possible during mealtimes. The childminder ensures that children access her well- equipped outdoor area every day, as well as offering regular trips to the park and local amenities. Children develop good physical skills.

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Outcomes for children require improvement

Children enjoy being creative and re-enact stories from home during role-play games. However, their learning is sometimes interrupted. This limits the amount of progress that children make. In addition, children cannot easily access some resources without support from the childminder. For example, younger children cannot freely use the high-level water tray without being lifted and held over it. Their exploration skills are therefore limited. Children are making some progress from their starting points. They are happy and motivated to take part in activities.

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Setting details

Unique reference number EY473358 Local authority Bradford Inspection number 10075661 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 - 11 Total number of places 12 Number of children on roll 13 Date of previous inspection 19 July 2016

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Registers

The childminder registered in 2014 and lives in Silsden, West Yorkshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She employs an assistant and provides funded early education for two-, three- and four-year-old children.

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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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