Childminder in Leicestershire

Inspection date

Previous inspection date 24 February 2015 30 March 2010

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3

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 Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder does not consistently take into account information about individual children's needs and interests, gathered from observations and assessments, to plan a wide range of activities that offer a good level of challenge.  The childminder has limited knowledge of the requirement to complete the progress check for children between the ages of two- and three-years. Furthermore, she does not assess children's progress accurately enough to have a clear picture of each child's stage of development.  The childminder's evaluation of her practice is not sharply focussed. As a result, she has not addressed all the weaknesses in practice or sought training to build on her existing teaching knowledge and skills.

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It has the following strengths

 The childminder supports children's language and communication skills well. Pre-school children readily make choices about what they would like to play with as toys are appropriately set up at child height, creating an accessible environment.  The childminder has a secure knowledge of how to safeguard children. Regular checks of her home and a clear understanding of the procedures to follow if there are any concerns, ensure that children are well protected.  The childminder develops warm and positive relationships with children and their families. Consequently, children settle well and feel secure in their environment.

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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

 use the information gained from observations and assessments to plan activities that take into account individual children's specific needs and interests, so that children are offered a good level of challenge  develop knowledge and understanding of the progress check carried out on children between the ages of two- and three-years, so that this can be completed as part of effective assessment procedures, in order to fully support children's learning and development  ensure that assessments of children's progress are robust, so that any gaps in children's learning or areas where they are working below expected levels of development are promptly identified and addressed.

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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

 sharpen the focus of self-evaluation in order to swiftly address any weaknesses, including those in teaching, and seek additional training where necessary.

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Inspection activities

 The inspector had a tour of the childminder's home and checked evidence of the childminder's suitability and qualifications.  The inspector observed the childminder caring for and playing with the children.  The inspector sampled children's progress records and a range of other documentation, such as policies and procedures.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.  The inspector took account of the information provided in the childminder's self- evaluation document, local authority quality reports and written parent feedback.

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who attend. This requires improvement

The childminder provides a range of resources and activities to engage children and support their learning. However, some adult-led activities, such as decorating a gingerbread man, are not always appropriately planned to challenge or extend children's individual stage of development. For example, children struggle to squeeze the icing tubes and eat the sweets meant for decorating as they lose interest in the activity. This is because the childminder does not always check what children can do closely enough, in order to ensure activities promote their next steps for learning. Her assessments of children's progress are also not robust enough to ensure that any areas where they need additional support, are quickly identified. The childminder also has limited knowledge regarding the requirement to complete a summary of children's development between the ages of two- and three-years. Children are learning to become confident communicators

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who attend. This requires improvement

because the childminder displays some good teaching skills as she models language effectively. Children enjoy listening and responding to action rhymes and they listen attentively to stories. As a result, children's communication and literacy skills are generally developing well, in preparation for the next stage in their learning.

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requires improvement

The childminder knows the children well through close partnership working with parents during the settling-in period, and thereafter. The environment is safe and welcoming. Children have free access to a wide range of toys and resources which enables them to make choices in their play and further develop independence skills. The childminder praises children for their efforts and achievements which fosters their self-esteem and confidence. They are reminded of behaviour expectations by the childminder in a calm way. Children are taken on outings into the local environment, where they visit the library and toddler groups. This supports them very well to be active and develop their social skills and confidence. Children manage their own personal hygiene needs, relevant to their age and development.

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provision requires improvement

The childminder has an effective understanding of how to safeguard children. She has written policies in place including information about the restricted use of mobile phones and cameras in her setting. The childminder's home is safe and secure, as doors are kept locked and visitors are required to sign in and out of the premises. However, the childminder's understanding of some of the learning and development requirements is not secure and children are not fully supported to make good progress. The childminder has some systems to review and improve her provision, such as working with her local authority adviser. However, her own assessment of her provision is not accurate enough to fully identify weaknesses. The childminder regularly communicates with parents and other providers where there is shared care. Consequently, she complements children's experiences at home and in other settings.

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Setting details

Unique reference number 225290 Local authority Leicestershire Inspection number 818281 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 30 March 2010

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Telephone number

The childminder was registered in 1992 and lives in Queniborough, Leicester. She operates all year round, from 8am to 6pm, Monday to Friday, except for 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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