Childminder in Staffordshire

Inspection date

Previous inspection date 26 February 2016 Not applicable

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 always take into consideration the children's individual needs, age and stage of development when planning activities. As a result, children are not always fully engaged in activities and they do not make good enough progress.  The childminder does not obtain enough information about what children can already do, in order to help plan their learning fully from the start.  Self-evaluation does not always take account of identified areas for improvement to further develop the childminder's practice.

p.1

It has the following strengths

 The childminder has a clear understanding of how to monitor children's learning and development through observation and assessment.  There are positive relationships with parents. The childminder regularly shares information with them and they are fully informed about their child's progress.  Children share secure, trusting relationships with the affectionate and caring childminder. They are settled and have a sense of belonging.  The childminder carries out regular risk assessments and ensures her premises are safe and secure.

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 identified next steps in children's learning to plan age- appropriate activities, based on their interests and stage of development, that offer challenge and help children make the best possible progress. 31/05/2016

p.2

Due Date

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

p.2

Due Date

 gather more detailed information about what children can already do when they join the setting  make better use of self-evaluation and take into account identified areas for improvement, in order to raise the quality of the provision.

p.2

Inspection activities

 The inspector looked at those parts of the childminder's home used for the care of children.  The inspector observed the quality of teaching during activities indoors. The inspector discussed the learning that was taking place with the childminder and assessed the impact this has on children's learning.  The inspector looked at a sample of policies and procedures, children's records and the childminder's self-evaluation.  The inspector spoke with the childminder, her co-childminder and the children at appropriate times during the inspection.  The inspector took account of the views of parents spoken to on the day of the inspection and parental questionnaires.

p.2

Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder knows the correct procedure to follow in the event of child protection concerns. She works in partnership with her co-childminder to review the provision and identify areas to develop, she also gathers the views of parents through questionnaires. However, the childminder does not implement changes that help to drive forward improvements to practice. The childminder attends mandatory training and meets with other childminders to share practice and keep up to date with changes and reforms. She tracks children's progress and monitors the coverage of the areas of learning. Parents spoken to by the inspector were very pleased with the service provided and the progress their children had made.

p.3

Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. The childminder observes and assesses children. She identifies next steps in their learning. However, she does not use the information gained to plan activities for individual children, based on their interests, age and ability. For example, the childminder engages older children at group story time but does not always consider the needs of younger children. This means that on occasions, some children are not fully engaged in the activity that helps promote their learning. The childminder gathers information from parents. However, she does not gather enough information about children's skills and abilities before they start attending the setting. This means she cannot plan precisely for their individual learning needs from the outset. Children enjoy making pretend people with different features as they talk about similarities and differences.

p.3

Personal development, behaviour and welfare require improvement

The childminder works with parents to provide care and routines that are matched to children's needs. Children are happy and confident. The childminder teaches them what is and is not acceptable behaviour. She is a good role model and encourages good manners during snack time. For example, children learn to say please and thank you. A range of resources is available for children to use. However, some activities are not matched to children's individual learning needs. Children learn to share and independently select toys. They help each other to tidy away the toys after use. Children are praised for their efforts and this helps to raise their self-esteem. Children learn about healthy eating. They are provided with fruit at snack time and engage in cookery sessions. Children become familiar with school buildings and staff when they collect older children from school. This supports them emotionally for the move on to their next stage of learning.

p.3

Outcomes for children require improvement

Children are not making consistently good progress given their starting points. They are developing some of the skills they need in preparation for their move to nursery or school. Children are learning to share, take turns and play appropriately with toys. They learn to socialise with other children during attendance at toddler groups and trips to the park. Children learn to manage their personal care needs and make choices in their play.

p.3

Setting details

Unique reference number EY476862 Local authority Staffordshire Inspection number 968570 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 7

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2014 and lives in Tamworth, Staffordshire. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder.

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