Childminder EY443825

Inspection date

Previous inspection date 29 February 2016 24 September 2012

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:

 The childminder does not use the information gathered from parents and from initial observations made of children to identify their starting points in learning.  Ongoing assessments are not precise enough to clearly identify where children are in their development and to suitably plan for their individual next steps in learning.  Children's progress towards the early learning goals is not accurately monitored.  Self-evaluation processes are not robust enough to address all identified weaknesses.

p.1

It has the following strengths

 Children develop secure emotional attachments with the childminder. She fosters warm and sensitive relationships with children, who settle quickly and show that they feel safe and secure. The childminder is a good role model. Children behave well and have good manners.  The childminder has developed positive partnerships with parents. She keeps them well informed about their children's care and the activities they have been involved in.  The childminder is well qualified and accesses a wide range of training courses to help improve the quality of her teaching.

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

 use the information gained from parents and from the initial observations of children to identify their starting points in learning 29/04/2016

p.2

Due Date

 use assessments to precisely identify where children are in their development and plan suitably challenging activities to help promote their future learning 29/04/2016

p.2

Due Date

 accurately monitor children's progress towards the early learning goals from their individual starting points. 29/04/2016

p.2

Due Date

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

p.2

Due Date

 use systems for self-evaluation more effectively to swiftly address any identified weaknesses and improve the quality of future practice.

p.2

Inspection activities

 The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector checked evidence of the childminder's suitability, qualifications, training certificates and risk assessments, and looked at her policies and procedures.  The inspector held conversations with the childminder and children throughout the inspection.  The inspector took account of the views of parents from written feedback they had provided.

p.2

Effectiveness of the leadership and management requires improvement

The childminder has made some improvements to her practice since her last inspection. She shares strategies with parents, to involve them in promoting their children's learning at home. However, she has not fully reflected on the identified weaker areas of her practice. She has not taken appropriate steps to improve her knowledge and understanding of the assessment of children. The arrangements for safeguarding are effective. The childminder is aware of the action to take should she have any concerns about the welfare of a child in her care. She undertakes regular risk assessments to identify and minimise hazards to children.

p.3

Quality of teaching, learning and assessment requires improvement

Although the childminder understands how children learn and develop, the assessment process is not suitably thorough. She has not used her early observations of children, when they first start in her care, to form an initial assessment of what they can already do and achieve. This impacts on her ability to suitably monitor their ongoing progress and to identify if there are any early gaps in development. Furthermore, ongoing observations and assessments of individual children are not regular or precise and identified next steps in learning are not accurate. This leads to planned activities that do not appropriately reflect children's development. However, the childminder provides them with interesting experiences that keep them motivated to learn. Young children engage in creative play and they plant daffodil bulbs and paint flowers. The childminder encourages them to identify colours and she consistently repeats the correct words and sounds. This helps to

p.3

Quality of teaching, learning and assessment requires improvement

promote their speech and language skills.

p.3

Personal development, behaviour and welfare require improvement

Although the childminder does not always provide activities that are accurately linked to what children need to do next, their physical and emotional well-being are effectively supported. Children develop good social skills and engage with others at the local community facilities they attend, such as parks and toddler groups. This helps them to begin to learn about their similarities and differences and the wider world. The childminder regularly praises children for their efforts, which helps them to develop a good sense of confidence and achievement. Children learn about the importance of following a healthy lifestyle. They eat healthy snacks and meals and learn about managing their own personal care needs, such as washing their hands before eating.

p.3

Outcomes for children require improvement

The childminder does not fully use information she gathers from parents when children first start to provide a clear measurement from which to monitor children's progress. However, children, including those who receive funded early education, are working within the range of development typical for their age. They independently choose from the selection of toys and resources available and become deeply engrossed in their own imaginative play. Children are happy, enjoy themselves and have fun in the childminder's care. They are developing some of the skills needed for the next stage of their development and eventual move on to school.

p.3

Setting details

Unique reference number EY443825 Local authority Salford Inspection number 1037142 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 8

p.4

Name of provider

Date of previous inspection 24 September 2012

p.4

Telephone number

The childminder was registered in 2012 and lives in Little Hulton, Manchester. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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