Childminder EY489656

Inspection date

Previous inspection date 8 January 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 Good 2

p.1

3

Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 The childminder does not use the information from her observations of children's learning effectively to help plan challenging activities. As a result, children do not consistently make the best possible progress.  The childminder does not fully promote children's imaginative play.  The childminder does accurately assess weaknesses to improve the quality of teaching and ensure that it is consistently good.

p.1

It has the following strengths

 The childminder provides a welcoming environment and quickly helps children to settle on arrival. She interacts warmly at all times and children form strong attachments with her. They demonstrate by their behaviour that they feel emotionally secure in her care.  The childminder provides children with good opportunities to develop their physical skills.  The childminder understands how to keep children safe and knows what to do if she has a concern over their welfare or safety.

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

 ensure that information from observations is used more accurately to assess and monitor each child's ongoing levels of achievement, and to plan their individual learning experiences. 30/01/2016

p.2

Due Date

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

p.2

Due Date

 make better use of ongoing self-evaluation to identify strengths and areas for development to improve the quality of teaching and learning opportunities for children  extend opportunities for children to explore and develop their imagination during play.

p.2

Inspection activities

 The inspector completed observations of the children engaged in activities with the childminder.  The inspector sampled documents that the childminder uses to support her practice.  The inspector viewed the rooms and resources used by children.  The inspector and childminder discussed the systems used to observe and record the children's progress.

p.2

Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder has recently updated her training and knows what to do if she has concerns about a child's welfare. The childminder has suitable partnerships with parents and keeps them informed about their children's day. She understands her role in sharing assessments with parents and involving them in their children's learning. The childminder is aware of other professionals she can contact for guidance and support if she has concerns about children's development and progress. The childminder undertakes some self-evaluation and is beginning to involve parents in this process. However, her arrangements are not fully effective in helping her to identify areas of her practice that need improving.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder provides children with an appropriate range of activities. She talks to the children and uses some effective teaching to encourage them to think for themselves. For example, she asks the children about what part of the teddy's body that they have when they are completing a jigsaw, and talks about the sounds that animals make when she is reading them a story. She successfully encourages the children to use their emerging language to copy the sounds they hear. However, the childminder is less effective in promoting children's imaginations as they play. The childminder carries out observations and assessments of children's learning. However, she does not use this information well enough to monitor their progress over time. She does not provide the focus and challenge needed during activities to ensure children make consistently good progress.

p.3

Personal development, behaviour and welfare are good

Children are settled and form good attachments to the childminder. She knows the children well and understands how she can best support their care needs. The childminder effectively promotes the children's emotional well-being and they demonstrate a strong sense of security. For example, when they are tired, they approach her for cuddles and comfort. The childminder keeps children safe in her care. With the childminder's support, children develop good independence and social skills. The childminder promotes children's health and well-being well. They develop good personal hygiene routines as part of developing a healthy lifestyle. The childminder supports children's developing self-esteem by giving them praise for making good attempts and for completing tasks.

p.3

Outcomes for children require improvement

Children have a satisfactory range of opportunities to learn as they play and make steady progress from their starting points. Children's strong social skills and confidence help to prepare them for their future experiences, including their move to school.

p.3

Setting details

Unique reference number EY489656 Local authority Gloucestershire Inspection number 1016426 Type of provision Childminder Day care type Childminder Registers Early Years Register Age range of children 1 - 2 Total number of places 3 Number of children on roll 3

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2015. She lives in the Pittville area of Cheltenham in Gloucester and works with her daughter who is also a childminder. The childminder offers care all day, Monday to Friday.

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