Jacqueline Marson

Inspection date

Previous inspection date 2 March 2016 6 September 2011

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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 always plan exciting activities that challenge children in their learning. On occasions, teaching does not capture children's attention or help them to work towards their individual learning targets.  Monitoring of children's progress is inconsistent. Children's next steps in learning are not always based on sound observations and knowledge of what children need to do next.  The childminder does not gather or share enough information with other professionals or agencies that work with the families she cares for. This does not fully promote continuity in children's welfare and development needs.  The childminder does not evaluate her practice effectively enough to inform her priorities for improvement. She does not place sufficient focus on monitoring her own teaching skills or those of her assistant. Children make steady rather than good progress overall.

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It has the following strengths

 Children have positive relationships with the childminder and her assistant. They are happy in their care, which supports their emotional well-being effectively.  The childminder provides children with a healthy diet of home-cooked meals and ensures that they get fresh air and exercise daily. This helps to promote children's well- being and their physical development.  Parents comment positively on the provision and are suitably involved in their children's learning. The childminder engages parents in their children's learning by encouraging them to share information from home.

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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

 implement robust systems for monitoring the effectiveness of teaching and the educational programmes, to ensure that any variations in teaching and children's progress are swiftly identified and acted upon so that all groups of children make good progress from their starting points 28/04/2016

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Due Date

 ensure assessments of children's progress are used effectively when planning activities, in order to provide children with more suitably challenging activities that are more precisely matched to their next steps in learning 28/04/2016

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Due Date

 improve arrangements to obtain and share information with other professionals to help ensure the needs of all children are fully met. 28/04/2016

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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

 make effective use of self-evaluation to focus more precisely on identifying actions which further improve teaching and outcomes for children.

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Inspection activities

 The inspector observed the childminder's practice with the children.  The inspector discussed the children's development with the childminder, after making a joint observation of their progress.  The inspector spoke to the childminder about how she obtains the views of all the users of her provision and also discussed self-evaluation with her.  The inspector examined a selection of documentation, including suitability checks for the childminder and her family.  The inspector spoke to the assistant and conducted a joint observation of her practice with the childminder.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder completes regular training which helps to ensure that she is suitable to take the lead role for safeguarding in the setting. Both the childminder and her assistant have a suitable understanding of how to recognise the signs that a child's welfare is at risk. The procedures, however, do not extend to sharing good amounts of information with other professionals regarding children's welfare to help ensure consistency. The childminder implements new ideas from training. For example, she has created exciting spaces in her garden which complement the activities children enjoy inside. The childminder generally has a sound overview of her strengths, although not all weaknesses in practice are identified. She does not effectively mentor her assistant to improve her practice. This has led to inconsistencies in teaching.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. While children enjoy their time with the childminder and her assistant, sometimes play is too general to support good levels of progress. Activities on offer are not always well thought out and do not sufficiently focus on what children already know and need to learn next. For example, during a group time, the loud background music makes it difficult for children to hear the instructions or follow the story time and they lose interest. However, in their everyday interactions the childminder and her assistant suitably promote children's communication skills by listening and responding to what they have to say. They provide activities that help children to explore their senses. For example, children dig in the sand tray and look for buried treasure. Children enjoy using playdough and drawing materials to express their creativity.

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Personal development, behaviour and welfare require improvement

Children are familiar with the daily routines and develop suitable levels of self-esteem as they feel settled and secure. Children can make independent choices and decisions in their play as they choose from the available resources. Children gain a basic awareness of keeping themselves healthy as they are generally supported in their self-care skills, such as handwashing. They develop suitable levels of independence as, for example, they help to lay the table for lunch. Children's social skills and confidence are promoted well. They visit local groups and have trips into the community.

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Outcomes for children require improvement

The weaknesses in teaching mean that children do not consistently receive support to make the best possible progress. Children behave well in relation to their ages and stages of development. They suitably share toys and develop positive relationships with their friends. Children are beginning to gain the basic skills they need to prepare them for the next stage in their learning, including school.

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Setting details

Unique reference number EY421432 Local authority Richmond upon Thames Inspection number 838781 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 6 September 2011

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Telephone number

The childminder registered in 2011. She lives in the Twickenham area of the London Borough of Richmond upon Thames. She works with an assistant. The childminder offers care on weekdays and operates all year round.

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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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