Childminder 319761

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder has not taken sufficient action to address weaknesses identified at the last inspection. She has failed to meet the safeguarding and welfare requirements. For example, she leaves the door unlocked, which means that the premises are not safe or secure for children. She does not have a robust knowledge of wider safeguarding matters, such as signs to look for which may indicate a child is at risk from radicalisation. The childminder is not fully aware of the contact details or guidance from her Local Safeguarding Children Partnership. This has a significant impact on children's safety and well-being.

p.2

The provision is inadequate

The childminder has created a homely environment, where children feel comfortable and able to make their own choices in play. They are happy and settled in her care. They have developed close relationships with the childminder and she consistently praises children for their achievements. This helps to promote their self-esteem and confidence effectively. Children behave well. They use polite manners and listen to the childminder's instructions carefully. They respond enthusiastically to her. The childminder has high expectations for what children can achieve. She monitors their progress closely and identifies what they need to learn next. Children make good progress in their development and learn key skills in preparation for school.

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need to do better?

n The childminder fails to keep children safe. She does not ensure that the premises are kept secure at all times. Consequently, an adult can enter the property without the childminder's knowledge. This also means that children could leave the premises unsupervised. n The childminder's procedures are not fully in line with guidance from her Local Safeguarding Children Partnership. She does not have up-to-date contact details for all professionals that she may need to pass information on to. This could mean that appropriate referrals are not made in a swift or timely manner. n The childminder does not have a thorough knowledge of how to identify and protect children who may be at risk from extreme views or radicalisation. This puts children at potential risk of harm. n The childminder does not have effective systems in place for her professional development, to help raise the quality of her teaching and practice to a higher

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need to do better?

level. This means that learning and development experiences for children are not continually improving. n The childminder does not use a range of strategies to help foster children's emerging speech fully and effectively. For example, children do not learn to pronounce the initial sounds correctly in words. n The childminder shares information with parents about their child's

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need to do better?

7 November 2019 development. For example, she completes a review of their progress between the ages of two and three years. She takes photographs and writes observations of their play for parents to read. n Children benefit from trips in the local area, such as to a local playgroup, play centre and museums. Parents comment that this helps children to develop their social skills effectively. n The childminder has effective care routines in place. She teaches children to wash their hands thoroughly and works in partnership with parents to support toilet training. This helps to promote children's health and physical well-being successfully. n Children learn to be independent. For instance, they practised putting their coats and shoes on and were supported by the childminder to use cutlery at mealtimes. n The childminder provides home-cooked, nutritious meals and snacks for the children. This contributes towards children having a healthy diet.

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need to do better?

n The childminder promotes children's mathematical understanding through planned play effectively. For example, she talked about different wooden shapes and encouraged children to count how many sides they have. n Children enjoy following their own interests. The childminder provides resources and experiences to support this. For example, she offered a range of different bags, so that children can enjoy following patterns in their play, such as transporting items around. n Children enjoy listening to stories and singing rhymes and songs with the childminder. They like to take part in creative activities and practise making marks in dough and paint. This contributes towards developing children's early reading and writing skills successfully.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not ensure that children are kept safe at all times. For example, she does not identify and minimise all possible risks in the setting. She is not confident to identify signs that a child in her care may be at risk of radicalisation. She is unsure of the procedures to follow for her Local Safeguarding Children Partnership and does not have up-to-date contact details to pass on any concerns. However, she can identify some signs of abuse and neglect and has completed recent safeguarding training online.

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Due date

7 November 2019 ensure that the premises are secure and that children are unable to leave the premises unsupervised or unauthorised persons are able to gain access 15/11/2019

p.3

Due date

ensure that safeguarding procedures are in line with guidance from the local safeguarding partnership and contact details for reporting concerns are up to date 15/11/2019

p.4

Due date

develop knowledge regarding the 'Prevent' duty to help identify and protect children at risk of radicalisation and extremism 15/11/2019

p.4

should:

n focus more precisely on undertaking a targeted programme of professional development, to help raise the quality of teaching and practice to an even higher level n improve teaching methods used to support children's speech and language skills, to help develop their speech more rapidly.

p.4

Setting details

Unique reference number 319761 Local authority Leeds Inspection number 10108328 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 8 Date of previous inspection 15 May 2019

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Information about this early years setting

The childminder registered in 1991 and lives in Pudsey, Leeds. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n The inspector and childminder completed a learning walk of the setting. They discussed how the resources are organised to support different areas of learning across the curriculum. n A joint observation was completed of children's play. The inspector and childminder talked about the impact of teaching on children's learning. n The inspector looked at a sample of documents, including the safeguarding policy and procedures, children's assessments and professional development records. n Parents were asked to give feedback about the effectiveness of the childminder's practice. n The inspector had discussions with the childminder at appropriate times during the inspection.

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Inspection activities

7 November 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

7 November 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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