Childminder in Leeds

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The childminder provides children with a broad selection of toys and games. When children are interested in an activity or game, they show motivation and concentration skills. However, children's learning is not always focused or challenging enough to keep them engaged. Children often spend little time at activities and do not consistently benefit from the learning experiences they take part in. Although the childminder holds a qualification at level 3, she has not kept her knowledge and teaching skills up to date to ensure children benefit from quality learning experiences.

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The provision requires improvement

Children develop their physical skills. They enjoy spending time in the large outdoor area where they confidently use the wide range of climbing apparatus on offer. The childminder implements effective health and safety policies to help minimise accidents within her setting. In the main, children are happy and show secure emotional well-being. They have warm relationships with the childminder and she cares for their needs sensitively. However, children are not developing a secure understanding of how their actions may impact on others' feelings. The childminder does not consistently support children's understanding of rules and boundaries. Children join in with weekly trips to play groups where they spend time with other children and adults from the community. They participate in planned activities at these groups that support children's awareness of healthy eating.

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need to do better?

n The childminder gets to know children's personalities well. She provides them with toys and games that she feels will interest them. However, during play, she does not adapt activities or the environment in order to successfully engage all children in play. Despite this, children show independence skills as they select their own items from the toy boxes and are enthusiastic to join the start of a new activity. n The childminder sets some goals and skills for children to develop during their play and planned activities. However, she does not focus her teaching to meet all children's emerging needs in order for them to progress steadily in all areas of learning. She does not consider each child's age and stage of development when planning activities or playing with children. She also does not have realistic expectations for their progress. For example, during the inspection, young children were asked to complete a complex jigsaw. The childminder encouraged

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need to do better?

them to take turns and to identify a large number of different items and begin to count them. The children did not respond or maintain their interest in the activity as the childminder was trying to encourage them to develop too many skills at once. This led to some minor disputes arising between the children with regard to who's turn it was next. The childminder did not recognise when to

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need to do better?

12 September 2019 adapt this activity to make it simpler or focus on where children needed to gain skills the most. n The childminder has not equipped children with the skills to help manage their own behaviour. They often have conflicts during play and become upset. The childminder does not consistently support them to reason with one another and understand how their actions impact on others. However, children are rewarded with positive attention and praise for their achievements. This boosts their self- esteem and confidence. Children are at ease with the childminder and even younger children begin to develop friendships when the older children invite them to play. Children laugh and chat during social times, such as at lunch. n Although the childminder has developed her provision with new equipment and resources to help support all areas of learning, she has not identified areas of improvement for her teaching skills. For example, she does not recognise ways

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need to do better?

to check children's understanding during activities and extend their learning by planning suitable next steps. Also, when reading stories to children, she has not considered how to sustain all children's interest in the story. n The childminder and parents have built positive relationships and communicate effective information on a two-way basis, most days. Parents comment positively on the care their children receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands a wide range of possible signs and symptoms that may indicate child abuse. She keeps up to date with local authority changes to safeguarding procedures, such as contact numbers. The childminder knows where to report a concern about a child. She refreshes her safeguarding knowledge on a regular basis. Children are encouraged to learn how to manage risks themselves during play and understand how to keep themselves safe.

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should:

n consistently recognise when to adapt activities to suit all children's needs and interests and provide them with challenge in their learning n swiftly recognise and develop areas for improvement to enhance teaching skills n help children have a greater understanding of rules and boundaries during play and how their behaviour can impact on others' feelings.

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Setting details

Unique reference number EY346555 Local authority Leeds Inspection number 10106339 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 to 10 Total number of places 6 Number of children on roll 13 Date of previous inspection 26 February 2015

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Information about this early years setting

The childminder registered in 2007 and lives in the Chapel Allerton area of Leeds. She operates from 7.30am to 6pm, Tuesday, Wednesday and Thursday during term time only. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The inspector and the childminder completed a learning walk around all areas of the setting to understand how the early years provision and curriculum is organised. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector observed the quality of education delivered during activities and assessed the impact this has on children's learning. n The inspector took account of the views of parents through written feedback provided. n The inspector held a number of discussions with the childminder.

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Inspection activities

We carried out this inspection 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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Inspection activities

12 September 2019 12 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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