Childminder EY404742

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

Children are settled in the childminder's care. They access a suitable range of resources and make some choices about their play. The childminder gives children regular praise and encouragement, helping to raise their self-esteem. Younger children seek comfort and reassurance from her. However, the childminder does not organise children's time in her care as well as possible. They do not benefit from an effective balance of child-initiated play and adult-led activities that target their individual learning needs. In addition, the childminder does not think carefully enough about children's interests when planning activities. As a result, planned learning experiences do not capture their curiosity and motivate them to learn more.

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The provision requires improvement

The childminder has high expectations for children. Their behaviour is suitable in relation to their age. Older children say 'please' and 'thank you' without being prompted. The childminder plans regular outings into the local community, which widens children's learning experiences. For example, they mix with others at library story sessions, which helps to support their developing social skills. The childminder gathers some information from parents about what their children know and can do when they first start at the setting. She shares daily information about care routines and the activities children have taken part in. Children gain confidence in their own abilities, such as going to the toilet unaided. However, at times, the childminder does not promote children's good health effectively.

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need to do better?

n Teaching is variable. The childminder and her assistant undertake some observations and assessment of children's progress, including the required progress check for children aged between two and three years. However, they do not use the information well to ensure a balanced and well-planned learning experience that targets children's individual needs. n Younger children enjoy role-play activities and learn to use their imagination. For example, they pretend to feed their dolls. However, the childminder does not fully consider how she can use children's individual interests to capture their curiosity. Children do not always engage with activities for age-appropriate periods of time. They sometimes become distracted and are not always motivated to learn more. Despite this, children are helped to develop some basic skills they need in readiness for their future learning in school. n Older children develop some mathematical skills in a variety of ways. For

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need to do better?

example, they sort coloured-glass beads to make simple patterns. They recite numbers and recognise some shapes and colours, with support. Younger children develop hand-to-eye coordination when making marks with chalk and pens.

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need to do better?

31 October 2019 n Children show an interest in books. They listen with suitable levels of attention as the childminder reads well-loved stories. The childminder talks to children about what she can see on the pages. This helps to build children's language skills. n The childminder completes appropriate risk assessments to identify some hazards to children. However, during the inspection, a used potty was not removed in a timely manner from the kitchen. In addition, the childminder does not consistently help children to learn the importance of good hygiene routines, including handwashing. This puts children at risk of cross infection. n The childminder works with parents to provide children with nutritious lunches. She encourages children to appreciate the outdoors and to enjoy taking part in physical exercise, such as climbing and walking. This helps them begin to understand the importance of exercise as part of a healthy lifestyle.

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need to do better?

n Children take part in activities that help them to understand the similarities and differences between people. They learn about the different jobs people do to help us and about the world beyond their own experiences. For example, they learn about the role of fire fighters. Children learn about different cultures and traditions and begin to appreciate diversity. n The childminder monitors her assistant appropriately. Daily discussions and meetings ensure she understands her responsibilities. The childminder makes sure her assistant completes essential training, such as paediatric first aid. The childminder continues to develop her knowledge. However, she does not review her provision well enough to identify weaknesses and priorities for improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a suitable understanding of how to recognise if a child may be at risk of harm and report different types of concerns. She has attended recent training to strengthen her knowledge of safeguarding issues. This helps to protect children from harm. Safety checks of the home help to provide a safe environment for children. The childminder understands the required ratios of adults to children and maintains these effectively. The premises are secure and the childminder records any visitors to her setting.

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Due date

31 October 2019 organise an effective balance of child- initiated learning and well-planned adult- led activities that target children's individual learning needs and help them make the best possible progress 29/11/2019

p.3

Due date

fully consider children's interests when planning activities to capture their curiosity, engage them well and inspire them to learn more 29/11/2019

p.4

Due date

improve hygiene practices to ensure children are not exposed to cross- contamination. 29/11/2019

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should:

n strengthen use of self-evaluation to identify specific weaknesses in practice and drive improvements that raise the quality of the provision.

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Setting details

Unique reference number EY404742 Local authority Leeds Inspection number 10129306 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 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 8 February 2016

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Information about this early years setting

The childminder registered in 2010 and lives in the Manston area of Leeds. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with an assistant. The childminder provides funded education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder completed a learning walk across all areas of the setting to understand how the early years provision and curriculum are organised. n A joint observation of an activity was carried out by the inspector and the childminder. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at a sample of documents, including staff's suitability, risk assessments and children's attendance registers.

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Inspection activities

31 October 2019 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

31 October 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

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