Law, Marian

Inspection date

Previous inspection date 4 February 2015 14 September 2009

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This inspection: Inadequate 4

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Inadequate 4

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This inspection: Inadequate 4

The effectiveness of the leadership and management of the early years provision Inadequate 4

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This inspection: Inadequate 4

The setting does not meet legal requirements for early years settings

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This provision is inadequate

 All children's needs are not effectively met. This is because the childminder has not carried out adequate risk assessments in relation to an exception to her adult-to-child ratios.  The childminder does not manage pre-school runs effectively in order to fully ensure the safety and well-being of the children that attend.  The childminder does not complete regular assessments of children's learning to show their accurate levels of attainment and to enable her to monitor progress effectively.  The childminder is not effectively using information from her observations to accurately plan purposeful and challenging activities to support all children to make good progress in relation to their starting points.  The childminder does not accurately complete the progress check for children aged between two and three years. This means that parents are not provided with a clear and accurate written summary of progress in the prime areas of learning.

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This provision is inadequate

 The childminder does not effectively share information about children's learning with other providers. This does not fully support continuity of care and learning for children.

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It has the following strengths

 Children play in a welcoming and friendly environment and have formed positive attachments with the childminder. The helps children to feel secure and settled.  The childminder takes children to visit a variety of local activity sessions and parks. This provides them with opportunities to socialise, play alongside other children, and helps them get ready for the move on to nursery or school.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 demonstrate how the needs of all children are met, specifically when numbers exceed the exception to the usual ratios  ensure the safety and supervision of all children on outings, specifically during pre- school pick-ups and when the numbers exceed the exception to the usual ratios  observe and assess all children's level of development from the start and at regular intervals, to identify their next steps in learning, and use this information to plan activities and experiences that are tailored to the individual needs so that children make consistently good progress  complete the progress check for children aged between two and three years accurately, to clearly identify children's strengths and where their progress is less than expected.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 improve the two-way sharing of information with other providers who also care for the children, to fully involve them in children's learning and development.

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Inspection activities

 The inspector observed activities in the lounge and kitchen.  The inspector spoke to the childminder and children at appropriate times throughout the inspection and carried out a joint observation with the childminder.  The inspector looked through children's assessment records and reviewed a selection of records, policies and procedures.  The inspector checked evidence of the childminder's suitability and training.

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who attend. This requires improvement

The childminder provides an appropriate range of activities, which cover the areas of learning. Toys and resources are of good quality and the childminder makes these easily accessible for children. She completes individual learning journals. These include annotated photographs of children engaged in activities. However, the childminder does not have a clear enough understanding of how children are developing. This is because she does not accurately monitor their progress. Consequently, the activities she provides are not tailored to their individual needs and children do not make consistently good progress in their learning. However, some aspects of teaching and learning are sound, and children are generally supported to develop the skills they need for their next stage in learning. For example, the childminder talks to children as they play. She introduces simple counting, number and colour recognition during a sticking activity, helping children

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who attend. This requires improvement

to gain some understanding. The childminder does not accurately complete the progress check for children aged between two and three years. Consequently, there are some gaps in her assessments. Therefore, any early intervention needed for children where their progress is less than expected, is not ensured. Parents are kept informed through conversations when they drop off and collect their children and are invited to look at their child's learning journal.

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inadequate

The childminder's home is safe and welcoming. However, weaknesses in safeguarding put children at risk. Children show that they form sound emotional attachments to the childminder. She provides comfort and reassurance to children, which helps them feel content and settled. The childminder promotes children's physical health appropriately and they learn about the importance of good hygiene procedures. For example, they have frequent opportunities to play outside, and understand the need to wash their hands before eating. Children generally behave appropriately and the childminder offers praise and encouragement, which contributes to their confidence and self-esteem.

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provision is inadequate

The childminder has not sufficiently considered the impact of exceeding adult-to-child ratios. This means that she is unable to fully meet the needs of all children that attend her setting. Risk assessments are not effective in ensuring the safety and well-being of the children that attend, specifically when dropping off and picking children up from pre- school. The childminder has a sound knowledge and understanding of child protection procedures. She is aware of whom she should contact should a situation arise. Parents comment positively about the childminder and the care their children receive in written references and questionnaires. However, the childminder's passive approach to partnership working with others means that children's care and learning needs are not always met in full. The childminder meets with other childminders and early years advisors to share ideas and good practice. As a result, she has made improvements since the last

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provision is inadequate

inspection. The childminder reflects to some extent on her practice but self-evaluation has not been successful in identifying and addressing gaps in her provision.

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Setting details

Unique reference number 225892 Local authority Leicestershire Inspection number 818301 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 17

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Name of provider

Date of previous inspection 14 September 2009

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Telephone number

The childminder was registered in 1999 and lives in Glenfield, Leicestershire. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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