Childminder EY230799

Inspection date

Previous inspection date 16 March 2016 3 October 2012

p.1

3

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

p.1

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

 The childminder does not reliably observe and assess children's development. She does not plan specific activities for children that take account of their individual interests to help move them forward in their learning.  The childminder does not use continual professional development effectively to target the areas of practice that she needs to improve.  Relationships with other settings that children attend are still developing. The childminder does not yet readily exchange information with them to help to successfully identify and target children's next steps in learning and to effectively monitor their progress.

p.1

It has the following strengths

 The childminder works with parents. She talks to them every day and shares information about children's care and learning.  The childminder supports children's communication and language skills. She models new words, such as naming fruit and vegetables, and children copy her. The childminder repeats words that are new for children. She listens when children talk to her.  The childminder is calm and responsive to children. They show their attachment to her as they include her in their role-play games.  Children are independent in meeting their own personal needs. The childminder reminds them about good hygiene, such as washing their hands after they have used the toilet and before eating.

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

 develop observations and assessments so that information gained can be used to shape learning experiences for children that build on what they already know and follow what interests them to promote their good progress. 31/05/2016

p.2

Due Date

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

p.2

Due Date

 undertake a programme of professional development to help identify and successfully target weaker areas of practice  build on the relationships with other settings that children attend to help to clearly identify children's next steps in learning and to share knowledge of children's progress so that all parties can work together to provide consistent support for children's learning and development.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector discussed an activity with the childminder.  The inspector held discussions with the childminder at suitable times. She looked at relevant documentation, such as the childminder's self-evaluation and evidence of the suitability of the childminder and household members.

p.2

Effectiveness of the leadership and management requires improvement

The childminder has started to review some aspects of her practice. She recognises that there are still some areas that need developing. The childminder has not found a way to observe and assess children's development suitably. She does not focus activity plans on what children need to learn most to promote their good progress in these areas. The arrangements for safeguarding children are effective. The childminder is aware of the signs and symptoms that might cause her concern about children's welfare. She carries out risk assessments to help to minimise any possible hazards for children in the home and garden. The childminder has a good awareness of first aid and maintains her knowledge through training. She has also started to undertake additional training to enhance her practice. This is not targeted to have a measurable positive effect on the quality of assessments of children's learning. The childminder is aware that when working

p.3

Effectiveness of the leadership and management requires improvement

with an assistant, she needs to monitor their work.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder arranges some activities for children when they return to her house after nursery. Children role play making tea and enjoy using their imagination and ideas. The childminder joins in with children's play and gives them space to look at the toys. The childminder has made contact with the other settings where children attend. She has an overview of the topics children are learning about. However, there is no specific exchange of information about children's next steps so that the childminder can effectively complement their learning. Nevertheless, the childminder is motivated to address this issue and has some plans for developing more consistent support for children.

p.3

Personal development, behaviour and welfare require improvement

Children arrive at the childminder's house excitedly. They find their name cards, hang up their coats and put away their shoes. The childminder knows that children need time to unwind after attending nursery and school. However, activities do not fully follow children's interests to sustain their attention. Mealtimes are important. The childminder sits with children to eat and helps to promote their good manners and social skills. They talk together and the childminder encourages children to learn about healthy eating. The childminder gives them suitable guidance about behaviour and encourages sharing. When children want to play with the same car, she encourages them to push it to each other so both can have a turn.

p.3

Outcomes for children require improvement

Children make steady progress from their individual starting points. They are starting to learn some of the skills that will help them as they move forward in their learning and for starting school. However, areas where children require extra support are not well targeted to raise the level of children's attainment overall. Children's communication and language skills are developing. Children behave well. They know about caring for toys and help to tidy up before eating their lunch. Children play well together and are confident and appear settled. Children are able to make choices about what they play with.

p.3

Setting details

Unique reference number EY230799 Local authority Central Bedfordshire Inspection number 1037088 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 11 Total number of places 12 Number of children on roll 5

p.4

Name of provider

Date of previous inspection 3 October 2012

p.4

Telephone number

The childminder was registered in 2003 and lives in Dunstable. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder sometimes works with an assistant.

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