Childminder EY272487

Inspection date

Previous inspection date 19 October 2015 22 September 2011

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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

 The childminder does not record the times that children arrive and leave each day.  The childminder does not always seek enough detailed information from parents about their child's learning and development when they first start.  The childminder provides few opportunities for children to gain awareness of other people's differences and similarities.

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It has the following strengths

 Teaching is good because the childminder promotes children's language development well during learning activities and everyday tasks. She uses language appropriate to children's age and stage of development. Consequently, children make good progress in their communication development, which is essential for their overall learning, play and social interaction.  The childminder is sensitive and responsive to children. Children develop strong emotional attachments with the childminder. This helps to build their self-confidence and encourages them to develop curiosity and the ability to explore.  The childminder supervises the work of her assistant so that his skills, knowledge and experience are monitored and any future training needs are identified.  The childminder values training opportunities and this has helped to improve the outcomes for children.

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What the setting needs to do to improve further

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

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Due Date

 maintain a daily record of each child's hours of attendance to ensure the safe and efficient management of the setting. 23/10/2015

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Due Date

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

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Due Date

 gather more information from parents about their child when they first start and use this to plan more precisely for children's learning from the outset  encourage children to recognise the unique qualities and the characteristics they share with other people, including those with disabilities and special educational needs.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector held discussions with the childminder and jointly reviewed an activity with her.  The inspector looked at children's assessment records and the planning documentation.  The inspector checked evidence of the suitability, training and qualifications of the childminder and her assistant, and the childminder's self-evaluation and improvement plan.  The inspector took account of the views of children spoken to on the day and from information included in the setting's own parent survey.

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Effectiveness of the leadership and management requires improvement

The childminder has a suitable understanding of her responsibilities. However, she has not checked that she is meeting all of the legal requirements to a good standard. The childminder does not record the times children arrive or leave each day. This makes it hard for her to accurately follow up any concerns relating to a child's pattern of attendance. The impact on children is minimal because the adult-to-child ratio is high. This means that the childminder is easily able to informally monitor children's attendance and to establish who is on the premises in the event of an emergency evacuation. The childminder has a suitable understanding of her role in the prevention or early identification of abuse and neglect. Consequently, safeguarding is effective. There are positive relationships with parents and strong links with the school. This means there is a shared approach to children's care and learning. However, the childminder does not

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Effectiveness of the leadership and management requires improvement

always invite new parents to share enough detailed information about their child's learning and development. This makes it harder for the childminder to plan activities from the start that are appropriately matched to what children need to learn next.

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Quality of teaching, learning and assessment is good

The childminder's qualification has given her a thorough understanding of how children learn and develop. Children's learning is promoted through effective assessment and teaching. The childminder works closely with each child, ensuring children's learning is valued and supported. Children's stage of development is monitored and regularly shared with parents. Children develop their understanding of the world as the childminder encourages them to explore the leaves and a real snail. Children look on in awe and wonder as the snail pops out of its shell and moves across a child's hand. The children are encouraged to use the magnifying glass to closely observe it. Children comment on how the snail looks bigger when they look at it through the magnifying glass. This develops their understanding of how things work and simple concepts, such as big and little. The childminder offers children unique tactile and sensory experiences that are vital to

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Personal development, behaviour and welfare require improvement

Strategies for managing children's behaviour include positive reinforcement in order to promote their self-esteem. There is direct access to the garden where children can use the ride-on trucks, tricycles and slide to develop their physical skills. Meals and snacks provided for the children are nutritious and balanced. The childminder monitors the educational programmes effectively to make sure all areas of learning are included in the planning. However, there are too few opportunities for children to gain an understanding of the similarities and differences of each other, particularly with regard to disability.

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Outcomes for children are good

Children make good progress overall. Their language skills are developing very well and they are confident and self-assured. All children develop the skills they need for their future learning and the eventual move to school.

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Setting details

Unique reference number EY272487 Local authority Cheshire East Inspection number 872755 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 12 Number of children on roll 8

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Name of provider

Date of previous inspection 22 September 2011

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Telephone number

The childminder was registered in 2004 and lives in Nantwich, Cheshire. She operates all year round from 7.45am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder operates on weekends when requested. The childminder works with her mother who is her co-childminder and her father who is their assistant. The childminder holds an appropriate qualification at level 6.

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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 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 .

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Telephone number

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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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