Childminder in Sheffield

Inspection date

Previous inspection date 7 January 2016 26 February 2010

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

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

 Observations and assessments of children's progress in their learning and development are not always used effectively. The childminder does not routinely identify children's next steps in their learning or plan challenging activities to help them make good progress.  The childminder does not share information with parents about their child's progress. This means parents cannot fully contribute to and be involved in their children's learning and development.  The childminder does not gather information from parents about what children know and can do when they first start, in order to swiftly assess their starting points and plan for their individual learning needs.  The childminder does not monitor the ongoing progress of children to identify any gaps in their learning.  The childminder has not evaluated her practice to identify weakness or considered ways to bring about improvements to the quality of her setting.

p.1

It has the following strengths

 Children are happy in the childminder's home. The childminder builds good relationships with children and gives them lots of praise. Children are confident and have good self-esteem.  Children have good social skills and behave well. The childminder encourages sharing during activities and children understand the importance of being polite and kind to each other.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 ensure observations and assessments are used to plan challenging activities that focus on children's interests and identified learning needs to help them make good progress in their learning 07/03/2016

p.2

Due Date

 improve the sharing of information about children's progress with parents to support them to actively contribute to and extend their children's learning and development. 07/03/2016

p.2

Due Date

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

p.2

Due Date

 gain detailed information about what children can already do when they join the setting to assess children's starting points and plan interesting activities that build on each child's previous skills and knowledge  develop the monitoring of children's progress to identify and address any areas of weakness  develop consistent and thorough systems to evaluate all aspects of childminding practice in order to address weaknesses and make ongoing improvements to the quality of the setting.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector checked evidence of the suitability of all household members and the childminder's qualifications.  The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector took account of the written feedback from parents.

p.2

Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder knows the Local Safeguarding Children Board procedures to follow if she is concerned about a child's welfare. The childminder shows commitment to attending further training to improve her practice and knowledge of the Early Years Foundation Stage. She ensures that her first-aid qualification is kept up to date, so she can correctly deal with any injuries children may have. The childminder has recently sought support from her local authority quality assurance officer and values the advice she has been given. However, self-evaluation is poor. Clear weaknesses and targets for improvement have not been identified. This means action plans are not in place to ensure the quality of the setting is continually improved. The childminder does not monitor children's progress to identify any areas of weakness. Therefore, children who have gaps in their learning are not fully supported.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder does not collect information from parents about their child's interests or achievements when they first start with her. This means she cannot fully assess their starting points and plan challenging experiences based on children's interests from the outset. The childminder makes some observations of children's play. However, she does not assess children's development or use this information to identify and plan for their next steps in learning. Children are, therefore, not always effectively challenged to make good progress in readiness for school. Nevertheless, children are motivated and eager to join in the activities they independently choose in the well-thought-out playroom. The childminder gets involved in children's play appropriately to help develop their communication and language skills. Children enjoy naming the colour of shapes as they play. The childminder completes a daily diary of outings and routines the children take

p.3

Quality of teaching, learning and assessment requires improvement

part in. However, she does not share information about children's progress and how parents can promote their child's learning at home.

p.3

Personal development, behaviour and welfare require improvement

Children have opportunities to be physically active in the setting. They enjoy playing ball games. Children also have daily opportunities to have fresh air as they go back and forth to school and visit local parks. The childminder takes the children out into the local community and helps them to make new friends during visits to toddler groups. Children have access to resources that reflect the world beyond their communities. They enjoy looking at a wall display of different cultures and festivals.

p.3

Outcomes for children require improvement

Children are making steady rather than good progress. They are developing some appropriate skills for their future learning at nursery or school. For example, they are learning to manage their own personal needs and are becoming confident in a group setting.

p.3

Setting details

Unique reference number EY375524 Local authority Sheffield Inspection number 858308 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 12

p.4

Name of provider

Date of previous inspection 26 February 2010

p.4

Telephone number

The childminder was registered in 2009 and lives in Sheffield. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5