Evans, Stacey Kim

Inspection date

Previous inspection date 17 March 2015 11 April 2011

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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 demonstrate effective interaction skills to broaden how children learn. She is not confident to promote how children explore through her own demonstrations and encouragement of learning. This means that children lack good challenge.  The childminder misses opportunities to model language through questioning. This means she is not always aware of children's developing communication skills.  The childminder does not make the best use of her toys and resources, so that children remain motivated to play and eager to join in.  The childminder is attentive to children's welfare and is happy to offer cuddles and reassurance; however, she does not fully promote children's health and hygiene relative to their age and understanding.  The childminder has not developed strategies to invite parents to inform her of children's achievements at home.  The childminder has not fully evaluated the quality of her provision, for example to

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

instigate further professional development to enhance the outcomes for children.

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It has the following strengths

 The childminder's assessments show that children make progress and develop skills to equip them for the next stage of their learning overall.  Children behave well.

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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

 plan effectively to ensure children's progress and next steps in learning are monitored and that their individual learning needs are met through more effective interactions and teaching which challenge their exploration and engagement in activities.

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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

 encourage children's language development further through effective interactions  invite parents to make further observations of children's achievements at home  help children to learn about their own hygiene routines and healthy eating  reflect further on the quality of the provision to evaluate what needs to be improved to enhance the outcomes for children.

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Inspection activities

 The inspector observed children in their play and watched how the childminder interacted in their learning.  The inspector spoke with the childminder about how she makes observations of children's learning and how she shares this with parents. The inspector took into account parental written references.  The inspector spoke to the childminder about how she has reflected on her practice and how she evaluates for her continuous improvement.  The inspector spoke with the childminder about how she works with others who share the care of the children attending.  The inspector sampled the childminder's documentation and children's learning journals.

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who attend. This requires improvement

The childminder spends time with parents prior to children starting with her. This enables her to have knowledge of children's backgrounds. She provides an appropriate range of toys and resources, and demonstrates an understanding of children's interests. The childminder has implemented a system to support her observations of children's learning. She routinely makes these assessments and can identify children's next steps in learning. However, she does not consistently focus her planning to challenge children effectively. The childminder spends time playing with the children but does not confidently use effective teaching skills to maintain children's engagement in what they do. As children played with a toy garage and cars, the childminder was not proactive to help children explore further. She often uses closed questions, rather than promoting children's thinking skills through more effective open-ended discussions. While some children enjoyed

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who attend. This requires improvement

listening to stories aimed at their age group, other children struggled to stay motivated. This resulted in missed occasions to promote children's developing language.

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requires improvement

The childminder is as a caring role model. Children have a warm relationship with her. She promotes children's independence but misses opportunities for children to learn about their own health routines; for example, discussions about healthy eating, and the importance of hand washing prior to meals. The childminder supports children's early socialisation with others by taking them to toddler groups. Children enjoy other outings including parks. They have regular use of the outdoor garden. This means children benefit from regular fresh air and physical exercise to promote their development.

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provision requires improvement

The childminder has awareness of the Early Years Foundation Stage requirements. She implements policies and procedures to promote children's health and safety. The childminder reviews her risk assessments to further support children's well-being. The childminder has a good understanding of safeguarding. She has attended a relevant first- aid course. This prepares her to deal with any medical emergency that may occur. The childminder understands the procedures to take should she have a concern about a child in her care. The childminder promotes continuity in children's learning because she has established partnerships with others sharing care of the children, for example, the nursery. Parents are positive overall about the care provided by the childminder. She provides them with verbal feedback and shares her observations with parents. However, she does not actively encourage parents to add to these in relation to the learning provided at home.

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Setting details

Unique reference number EY414697 Local authority Windsor & Maidenhead Inspection number 996992 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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Name of provider

Date of previous inspection 11 April 2011

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Telephone number

The childminder registered in 2010. She lives with her family in Datchet, Berkshire in a first-floor maisonette. There is a garden for outdoor play.

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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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