Childminder EY424796

Inspection date

Previous inspection date 1 March 2016 26 June 2012

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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 quality of teaching is variable. The childminder has not successfully addressed the recommendations from her previous inspection. She does not monitor children's progress well enough to swiftly identify any gaps in their learning.  The childminder does not gather enough information from parents when children first start at the setting about what children already know and can do.  Self-evaluation does not include the views of parents and children or strengthen the links between identified priorities and plans to secure continuous improvement.  The childminder does not precisely assess children's development to enable her to plan more challenging activities, to help children make good progress in their learning.

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It has the following strengths

 Children are provided with a range of opportunities to develop their physical skills. The childminder provides different arrangements of toys and soft play materials to encourage children to move in a variety of ways, including crawling, tumbling, rolling and climbing.  Children demonstrate a close attachment to the childminder. They sit close to her as she reads stories. The childminder encourages and support's children's responses to the things they see in the pictures. This helps to support children's communication skills.  Children are motivated to learn and they have a selection of toys and resources they choose from. They are developing their independence skills well. The childminder supports children to do things for themselves.

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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

 use the information gained from assessments of children's learning, in order to plan and provide challenging and enjoyable activities across all areas of learning. 01/04/2016

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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

 implement more thorough and focused self-evaluation which includes the views of parents and children and strengthens the links between identified priorities and plans to secure continuous improvement  strengthen the information gathered from parents when children first start, to ensure it covers more detail about what children already know and can do  develop more robust monitoring systems to swiftly identify gaps in learning.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed an evaluation of an activity with the childminder.  The inspector looked at relevant documentation, including evidence of the suitability of adults living in the household.  The inspector spoke to children at convenient times during the inspection and took account of the views of parents.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder has kept up to date with mandatory training. She is clear about the procedure to follow should she be concerned with a child's welfare. The childminder places a high priority on children's safety. She has rigorous health and safety checks and risk assessments in place. She holds an appropriate early years qualification and has attended regular training opportunities. She has a reasonable understanding of statutory requirements. However, she does not have thorough systems in place for self-evaluation, to help her continue to identify all areas for improvement. The childminder does not gather the views of parents and children in this process. In addition, she has not effectively maintained an accurate overview of the quality of the provision, to ensure that all of the requirements are consistently met.

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Quality of teaching, learning and assessment requires improvement

The childminder has a nurturing approach. She plays sensitively alongside children and talks to them as they play. Children begin to use imaginative play and use pots and pans in the role-play kitchen area when pretending to make dinner. The childminder observes children as they play. However, the information gained from her assessments of children's learning is not always used effectively to plan highly challenging activities to help children to make the best possible progress. The childminder regularly talks to parents about their child's day and their individual care needs. Children are confident learners. They are happy and well settled. They have a variety of resources available to them. Children invite the childminder into their games. The childminder follows children's initiated games as they play hide and seek. She uses this opportunity to support children's mathematical understanding and encourages children to recognise shapes in their environment.

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Personal development, behaviour and welfare require improvement

The childminder has good settling-in procedures in place. She spends time with children and their families to allow them to get to know her. This helps to support children to form an attachment and helps to promote their emotional well-being. She obtains information about children's likes and dislikes, when they first start. However, she does not consistently gather information from parents about what their child knows and can already do, so she can form more precise starting points. The childminder is a good role model. Children are helped to understand and manage their feelings and behaviour. The childminder encourages children to follow good hygiene routines and supports them to make healthy food choices. She takes children on regular outings and supports them to become familiar with their local environment. She takes children to groups and activities. This helps to develop children's social skills.

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Outcomes for children require improvement

Outcomes for children are not yet good. Monitoring systems are not precise enough to swiftly identify gaps in children's learning, should this be required. Despite this, children are making steady progress. The childminder helps children gain the basic key skills, such as self-care skills, so they are prepared for the eventual move to school.

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Setting details

Unique reference number EY424796 Local authority York Inspection number 852534 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 1

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Name of provider

Date of previous inspection 26 June 2012

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Telephone number

The childminder was registered in 2011 and lives in York. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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