Johnson, Marianne

Inspection date

Previous inspection date 25 February 2016 7 April 2011

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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

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

 The childminder does not consistently use observations of children to assess or to plan for their next steps in learning. She does not always provide children with enough challenging activities to help them make consistently good progress in their learning.  The childminder does not fully use the toys and resources that interest children, to enable children to explore and make independent decisions about their play.  The childminder does not have all the written policies required for the Childcare Register. This includes written safeguarding and complaints statements.  Self-evaluation is not yet rigorous enough to identify weaknesses accurately and set challenging targets to sustain continuous improvement of the provision.  The childminder has not recently strengthened her early years knowledge and overall provision, to promote effective teaching and good outcomes for children.

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It has the following strengths

 Children enjoy their time at the childminder's home. They engage in some enjoyable activities, including a wide range of outings and visits to the local community.  Children are happy and very settled in the homely and welcoming environment. They have strong relationships with the childminder, who is caring and attentive to their physical and emotional needs.  Children benefit from the positive relationships between the childminder and parents which help to promote consistency in their care.

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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

 monitor the progress of all children, in all areas of their development, to ensure there are no gaps in any aspects of their learning 25/03/2016

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Due Date

 use information gained through observations and knowledge of children's starting points and ongoing assessments, to plan sharply focused next steps in learning for each child, in partnership with their parents, to help children make good progress 25/03/2016

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Due Date

 implement a written statement of procedures to be followed for the protection of children that is intended to safeguard the children being cared for from abuse or neglect 25/03/2016

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Due Date

 implement a written statement of procedures to be followed in relation to complaints that relate to the Childcare Register requirements and which a parent makes in writing or by email. 25/03/2016 To further improve the quality of the early years provision the provider should:

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Due Date

 strengthen the organisation of toys and resources that interest younger children, to help the children explore and investigate independently  develop self-evaluation processes, to improve the quality of provision and outcomes for children  develop a programme of professional development that helps to promote consistently good teaching practice.

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Inspection activities

 The inspector observed activities inside as the childminder interacted with children.  The inspector looked at children's documents and learning journey records, and sampled the policies and other records.  The inspector spoke with the childminder and children at appropriate times throughout the observations. The inspector observed the quality of teaching and the impact this had on children's learning.  The inspector checked the qualifications and training of the childminder, along with evidence of suitability.  The inspector considered the childminder's self-evaluation processes and the views of parents as part of the inspection.

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Effectiveness of the leadership and management requires improvement

Weaknesses in the childminder's self-evaluation methods and her ongoing professional development mean that she does not meet all requirements. However, the impact of this on children's well-being and development is minimal. The childminder uses her many years of experience of working with children to check that there are no significant delays in their development. However, the lack of precise assessments means that she does not monitor children's progress in sufficient detail to regularly identify and address all gaps in their learning. She forms supportive relationships with parents and provides daily feedback about their children's care and experiences. Safeguarding is effective. The childminder is alert to any signs that may give concerns for children's well-being. She is aware of the appropriate procedures to follow in the event of a concern. The childminder reduces hazards, but she allows children to tackle appropriate risks in their play.

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Quality of teaching, learning and assessment requires improvement

The childminder understands how to promote children's learning and she plans some activities that interest children. However, the childminder observes children but does not effectively use what she finds out to assess their development precisely and identify clear next steps in their learning. This means she is unable to consistently provide challenging activities that build on what children already know and can do. In spite of these weaknesses, the childminder interacts positively with children when joining in with their play. During the inspection, she extended their interest as she showed them how to count and thread large wooden beads. She spent time encouraging children's learning through trial and error as children practised new skills.

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Personal development, behaviour and welfare require improvement

The childminder has a suitable selection of toys and equipment; however, she only makes available a limited selection to build on children's play interests each day. This does not fully support the flow of children's play or their ability to learn independently. Children have plenty of fresh air and exercise, and the childminder promotes good eating habits and hygiene routines. The childminder encourages children's self-care skills as they take part in many routines, such as feeding themselves at mealtimes.

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Outcomes for children require improvement

Overall, children are happy and motivated to learn. They make steady progress and develop appropriate skills in readiness for school, despite the childminder's weaknesses in planning and assessment. Younger children demonstrated their early mathematical skills as they matched colours and shapes. They used their physical skills to manipulate beads so that they fitted onto a pole. Children gain good social skills and behave well.

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Setting details

Unique reference number 139628 Local authority Windsor & Maidenhead Inspection number 1034113 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 7 April 2011

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Telephone number

The childminder first registered in 1992. She lives in the Highclere area of Ascot, Berkshire. She operates daily, between 8.30am and 5pm, throughout the year.

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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

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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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