Childminder EY303004

Inspection date

Previous inspection date 2 March 2016 23 November 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 childminder does not assess children's starting points or the progress they make accurately enough. Planning is not based on children's individual development and what they need to learn next. As a result, children do not make enough progress in their learning and development.  Parental partnerships are not fully effective. The childminder does not share enough information with parents regarding children's learning and development or encourage them to share information about their child's learning at home.  Teaching is variable. The needs of younger children are not always carefully considered. The childminder does not always respond effectively to children's behaviour, to promote positive relationships and help them manage their feelings.

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It has the following strengths

 Children have suitable opportunities to be physical in the fresh air. For example, they play in the childminder's garden or visit local parks.  The childminder consistently reminds children to say, and models the use of, please and thank you. Consequently, children learn some good manners.  Children build strong relationships with the childminder, in a welcoming environment. As a result, children feel secure and confident in their surroundings.

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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 effective systems to assess children's starting points and use the information gained from ongoing observations to monitor children's progress and ensure that planned activities are challenging and based on children's next steps in learning 13/04/2016

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Due Date

 develop effective partnerships with parents, in order to share relevant information on children's progress and to establish a shared approach to identifying their individual needs. 13/04/2016

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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

 focus more closely on supporting younger children to make the best possible progress and ensure they are not overlooked when dealing with the needs of older or more- dominant children  improve procedures for helping children to learn to manage their own behaviour and develop consistent strategies to help them learn to behave well.

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Inspection activities

 The inspector observed children's play in the childminder's home.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector looked at children's records and a selection of policies and procedures.  The inspector observed adult and child interactions.  The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Effectiveness of the leadership and management requires improvement

Overall, the childminder manages her setting appropriately. She has a suitable awareness of the Early Years Foundation Stage and implements relevant procedures to underpin her practice. However, she has not taken sufficient measures since her last inspection to address weaknesses. The childminder has started to evaluate her service and works with local authority advisors to set actions to improve. The childminder is well qualified and attends further training to enhance her practice. As a result of the support and training she has received, she has developed new systems for observation and assessment. However, these changes have not yet succeeded in raising the overall quality to a good enough level. Safeguarding is effective. The childminder has a sound understanding of the procedures to follow in the event of any concerns.

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Quality of teaching, learning and assessment requires improvement

The childminder does not sufficiently monitor the progress children are making. She is able to talk about children's individual preferences. However, her assessments of their progress are not accurate enough and the next steps identified for learning are not always used to inform planning. This means that she does not plan effectively for any gaps in children's learning or ensure that children are making at least good progress. Teaching is variable. Although children enjoy their time in the childminder's care, activities often lack depth and sufficient challenge. At times, the childminder supports children well. For example, children learn about numbers and counting as the childminder encourages them to join in singing number rhymes and songs. Sometimes the needs of younger children are overlooked as the childminder focuses her attention on older or more-dominant children. This means that younger children are not always engaged in purposeful learning.

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Personal development, behaviour and welfare require improvement

The childminder gathers some care information from parents when children first join her. However, she does not gather enough information about what children already know and can do. This means she is unable to plan effectively for their needs from the start. Children happily enjoy cuddles with the childminder, which reflects their secure relationships with her. A suitable range of resources is stored in boxes and cupboards and set out for children. This means that children have adequate opportunities to make choices about their play.

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Outcomes for children require improvement

Children make steady progress in their learning. They develop some skills that help prepare them for the next stage in their education at nursery or school. Older children demonstrate appropriate levels of independence, for example, as they help to tidy away toys when they have finished playing with them. The childminder is not consistent in her approach to managing behaviour. She does not always provide clear explanations as to why children's behaviour is not acceptable. Children's lack of understanding of the expectations for their behaviour means that their social skills are not always developing well enough.

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Setting details

Unique reference number EY303004 Local authority Solihull Inspection number 1037116 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection 23 November 2012

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Telephone number

The childminder was registered in 2005 and lives in Birmingham. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for three- and four-year-old children.

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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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