Childminder in Leeds

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children are happy and enthusiastic about their learning. However, the childminder fails to support all children's learning effectively. As a result, some children do not make the progress they are capable of. The childminder does not enhance young children's knowledge and understanding during activities. As a result, babies are not adequately stimulated. The childminder does not use what she knows about children's interests to further build on what children already know, in order to support their development. Although children show positive attitudes towards their learning and participate in games with each other, the childminder struggles to set consistent boundaries that all children can understand and follow. As a result, some children are confused and become frustrated.

p.2

The provision is inadequate

That said, the childminder does provides children with free-flow access to various equipment and resources that offer learning opportunities, including mark making at an easel. Children play in the outdoor area and older children are able to climb and explore the soil. Children also access a treasure basket, practise dressing and undressing dolls, and look at books. The home environment also offers a selection of building blocks and construction materials as well as an area where craft activities are presented, such as painting. However, these activities and learning experiences are not built on by the childminder so that children's learning is developed and extended. As a result, children do not make expected progress. Despite these weaknesses, children have good relationships with the childminder. The childminder shows care and affection for the children in her setting. For example, she provides comfort when children are distressed.

p.2

need to do better?

n The childminder does not fully understand her role and responsibility to ensure that children make good progress in their learning. She generally knows children well, including what they like to play with. However, the childminder does not understand how to ensure that children's individual ages and stages of development are fully considered and targeted. For example, she does not provide activities that promote babies' physical development consistently and, as a consequence, babies' learning needs are not being met. n The childminder does not implement her curriculum well enough to meet children's needs. She does not link children's specific next steps in development to their activities. Consequently, this results in children's skills not being fully developed. For example, the childminder considers children's communication and language skills as a next step in their development. However, she does not

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need to do better?

support this in practice, for example by providing language-rich conversations and reading to children. n Although the childminder provides resources and learning experiences for

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need to do better?

4 July 2023 children, she is unclear about what she wants individual children to learn and what they need to learn next. As a result, some children's progress is not specifically targeted and supported effectively. For example, the childminder does not use the written progress check when children are aged between two and three years to identify gaps in children's development and specific next steps for development. n The childminder does not set consistent and clear boundaries to support children's understanding of her expectations. As a result, children are confused about what they can and cannot do in the setting. This consequently leads to children becoming frustrated and upset. For example, some children are asked to sit at the table to eat their fruit snack, while others are able to walk around eating theirs. n The childminder has good relationships with children and shares positive interactions with them. For example, she encourages conversations with children

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need to do better?

while dressing up the dolls with different items of clothing. The childminder asks children questions and responds to their answers. Children participate and engage with activities and show enthusiasm when taking part. n The childminder has good relationships with parents and is able to gain information regarding children's interests, which supports children to settle in. Parents use words such as 'supportive' and 'helpful' when describing the childminder. n Children play outside on the climbing frame and slide. They explore the soil that is kept in the large tyres and construct with the building blocks. Inside, children are able to listen to music and can sing along. n The childminder understands the importance of secure health and hygiene practices. Older children are supported with their personal hygiene routines, including regular handwashing. Children are provided with healthy snacks and meals, including a selection of fruit.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that she keeps her safeguarding training up to date. She has completed additional training on a range of safeguarding matters, including the 'Prevent' duty and extremism. The childminder understands the importance and significance of issues, such as county lines. She can explain her practices and procedures in the event that she has a concern. The childminder demonstrates a knowledge of how to keep children safe. She also has an understanding of the importance of reporting any allegations made against her and the procedure she must follow.

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Due date

develop opportunities to enhance and embed children's communication and language skills 31/10/2023

p.4

Due date

tailor individual learning for babies' and young children's specific needs to promote their development and skills 31/10/2023

p.4

Due date

provide all children with clear and consistent boundaries in order to support their understanding of the expectations of the setting. 31/10/2023

p.4

Setting details

Unique reference number 2603049 Local authority Leeds Inspection number 10280869 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 16 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Leeds. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holiday 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 their evaluation of the setting. n The childminder and the inspector discussed the childminder's learning space and her intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out observations of activities completed by the childminder. n The inspector spoke to parents during the course of the inspection to obtain their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members.

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Inspection activities

4 July 2023 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

4 July 2023 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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