Childminder in Leicestershire

Inspection date

Previous inspection date 29 February 2016 17 September 2009

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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 have a precise picture of children's progress. Assessments of what children can do are not completed frequently or accurately enough. Teaching and activities do not always offer sufficient challenge to support good progress.  The childminder is not rigorous in the self-evaluation of her provision. She has not taken appropriate steps to enhance her professional development in order to improve the quality of her teaching.  Partnerships with parents are not fully effective. The childminder does not always gather clear information from parents about children's learning when they first start. This means she does not have a complete picture of children's abilities from the outset.  Partnerships with other settings that children attend are not fully established. The childminder is not always aware of what children are learning in the other provisions they attend.

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It has the following strengths

 The childminder provides a warm and welcoming home-from-home environment. Children are confident and happy and have formed strong attachments with her.  The childminder is a good role model and children behave well. She has a calm and reassuring approach and offers children lots of praise and encouragement. Children learn good manners, respect each other and build firm friendships.  Children learn how to keep themselves healthy. They benefit from fresh air and daily exercise and learn about which foods are good for them.

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What the setting needs to do to improve further

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

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Due Date

 undertake regular and accurate assessments of what children can do, and use the information to plan suitability challenging activities based on their next steps in learning. 05/09/2016

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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

 focus self-evaluation more sharply on the quality of teaching to improve children's learning experiences and help them make more rapid progress  strengthen partnerships with parents in order to gather more precise information about children's learning and development in order to inform more accurate assessments and planning  establish effective partnerships with other settings in order to ensure children receive consistency in their care and learning.

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Inspection activities

 The inspector viewed the areas used for childminding.  The inspector talked to the children and childminder at appropriate times throughout the inspection and observed a variety of activities.  The inspector observed the childminder interact with children. She discussed the children's learning and development, sampled their records and looked at planning documentation.  The inspector looked at evidence of suitability and qualifications of the childminder, as well as a selection of policies and procedures. The inspector discussed the childminder's self-evaluation process.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder has a clear understanding of how to act if she has concerns about a child's welfare. She is aware of the signs and symptoms of abuse. Daily checks of the premises are carried out to ensure that the environment remains safe. The childminder ensures that she supervises children closely at all times. She shares information with parents, such as details about children's care needs and activities they have participated in during the day. However, she does not always make full use of parents' knowledge about what their children can do when they first start. The childminder is aware of the benefit of working with other settings that children also attend. However, arrangements are not yet fully effective in order to ensure continuity in children's learning. Self-evaluation is in place and the childminder has attempted to keep herself up to date with legal requirements. However, she does not pay

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Effectiveness of the leadership and management requires improvement

close enough attention to her professional development and improving her teaching skills.

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Quality of teaching, learning and assessment requires improvement

The childminder observes children as they play. She has a general understanding of their abilities and knows what they like to do. However, she does not assess children's progress meticulously enough to identify precise next steps in learning. On occasion, activities lack adequate challenge. The childminder takes into account children's interests when planning and provides a range of activities that they enjoy. She engages warmly with children as they play. Children carefully thread beads and pasta onto string to make a necklace. The childminder encourages them to count each bead in turn. However, she misses opportunities to challenge and extend children's thinking further. Children develop their imagination and creativity. They use art and craft materials, sing, dress up and pretend to be mummies.

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Personal development, behaviour and welfare require improvement

Children's health and care requirements are met well. They are encouraged to attend to their own self-care needs. Children have good opportunities to be active. They enjoy regular opportunities to play outside, in the childminder's garden and at local parks. The childminder teaches children how to keep themselves safe as they talk about road safety and stranger danger. The childminder fully promotes the importance of a healthy diet and eating well. She supports children's emotional well-being. The childminder helps children to talk about their feelings and encourages their confidence and self-esteem. She provides resources and activities to strengthen children's understanding of diversity in and outside of the home. However, the lack of challenge in some activities means that children are not always fully motivated in their learning.

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Outcomes for children require improvement

Children are working at the typical levels of development for their ages. They develop some skills to prepare them for school, such as counting and recognising sounds and letters. However, assessment arrangements to track children's progress and plan for their future learning are not robust. Some planned activities do not offer targeted challenge to move children on more rapidly to their next stage in learning.

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Setting details

Unique reference number EY387143 Local authority Leicestershire Inspection number 1000340 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 9 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 17 September 2009

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Telephone number

The childminder was registered in 2008 and lives in Groby, Leicestershire. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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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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