Whitehead, Nicola Jane

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

The standards of learning at the setting are poor and have a significant impact on children's development. The childminder does not undertake any professional development opportunities to keep her skills and knowledge up to date. As a result, she does not have a secure enough understanding of the learning and development requirements for children. Furthermore, she is unaware of changes in legislation in the early years. Children do not fully benefit from opportunities and experiences because the childminder has insufficient knowledge of the early years education programmes that she provides. This means that children do not make the best possible progress. Despite this, children show enjoyment when engaging in a range of activities, such as painting, sticking and outdoor water play.

p.2

The provision is inadequate

Children show that they feel happy and settled through the friendly relationships they have formed with the childminder. This helps to support children's emotional attachments. Overall, children's behaviour is positive, and the childminder uses words of praise to help them understand the things they have done well. She sets some boundaries about expected behaviour. For example, they have good manners and are learning how to say 'please' and 'thank you'. However, at times, behaviour strategies used by the childminder are forceful and negative, and as a result, are not always effective.

p.2

need to do better?

n The childminder provides activities that she knows children enjoy. However, the lack of effective teaching and learning in place means that outcomes for children are poor. The childminder does not plan challenging and appropriate activities for children. She rarely engages in their play and does not promote good-quality teaching and learning. n The childminder has not liaised fully with parents or other professionals, to further support children who have gaps in their learning and development. Consequently, children are not supported to make the best possible progress. n The childminder does not have a secure enough understanding of how to plan and implement a curriculum effectively. She creates a home-from-home, welcoming environment and wants children to be happy. Beyond this, she does not plan well enough for how she will support and extend children's learning. n The childminder completes the required progress checks when children are aged

p.2

need to do better?

between two and three years. She also completes other written observations and takes photos of the children to provide parents with a memento of children's time with her. However, she does not make good use of these to clearly evaluate children's progress and plan for the next steps in their learning. n Children benefit from a healthy lifestyle. The childminder provides children with a variety of fresh fruit when they have a snack. They also enjoy plenty of fresh

p.2

need to do better?

28 June 2022 air. She understands the importance of providing healthy food. n Children have daily opportunities to explore their local community. The childminder plans activities outside the home, to give children new social experiences. For instance, children go on trips to the park and local playgroups. They meet new children and people, and develop confidence in new social situations. n Risk assessments of the premises are not robust enough. They do not identify areas of the home that need to be checked on a regular basis and made safe. For example, the pool in the outdoor area contains stagnant water, which poses a significant risk to children. n Overall, the childminder teaches children to be independent. For instance, they choose what they would like to eat at snack time. However, during the routines of the day, the childminder puts children's shoes on for them and washes their hands after activities. As a result, children do not have consistent opportunities

p.2

need to do better?

to build on their independence skills. n The support for children's communication and language varies. At times, the childminder models language well. However, children sometimes experience few interactions with the childminder as they play. As a result, children are not given opportunity to build and extend their thinking and responses during activities and routines. n The childminder offers opportunities for children to develop their early mathematical skills. For example, children are encouraged to count in activities. However, this could be extended further to explore and understand size, quantity and positional language.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection. She knows how to keep children safe. She knows who to contact and what to do if she has concerns about children's welfare or thinks a child may be at risk of harm. The childminder is aware of the impact that a child's family life may have on children's development. She knows where to seek safeguarding advice and support, and understands the role of relevant agencies. She maintains accurate records of children's health and attendance.

p.3

Due date

28 June 2022 target training and professional development to improve the quality of teaching and education to a good level 28/07/2022

p.3

Due date

improve the planning and implementation of the curriculum indoors and outdoors, to ensure that it is ambitious and sequenced, and builds on what children already know 28/07/2022

p.4

Due date

enhance ways to work in partnership with parents and other professionals that children are involved with, to promote consistency and help identify areas of potential concern 28/07/2022

p.4

Due date

develop the use of progress checks for children aged between two and three years, to ensure emergency needs and concerns are identified 28/07/2022

p.4

Due date

ensure that the outdoor area is fit for purpose and suitable for the ages of children who attend 28/07/2022

p.4

Due date

ensure that all relevant risk assessments are completed thoroughly in relation to stagnant water in the outdoor pool area 14/07/2022

p.4

Due date

improve knowledge of behaviour management strategies and implement them into practice in an appropriate and non-forceful or negative way. 14/07/2022

p.4

should:

n maximise opportunities for children to extend their independence as they play and learn.

p.4

Setting details

Unique reference number EY435911 Local authority Leeds Inspection number 10083579 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 11 Number of children on roll 6 Date of previous inspection 24 July 2014

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Leeds. The childminder holds a relevant early years qualification at level 2. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the provision. n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was completed by the childminder and inspector. n The inspector observed the quality of interactions between the childminder and children, and assessed the impact of these on children's learning. n The inspector reviewed documents. These included children's learning records, relevant policies and evidence of the childminder's professional development.

p.5

Inspection activities

28 June 2022 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.

p.5

Inspection activities

28 June 2022 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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