Childminder EY477554

Inspection date

Previous inspection date 31 March 2016 Not applicable

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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 required progress check for children between the ages of two and three years has not been carried out. Consequently, parents have not been fully informed of their children's development.  The childminder does not ask parents for sufficient information about their children's abilities and stages of learning when they first start at her setting, or as they continue to attend.  Children's developmental progress is not tracked effectively to ensure that any gaps are quickly identified and managed.  Children are not helped to gain an understanding of different cultural events and the wider world.  The childminder's self-evaluation is not accurate in identifying weaknesses in her practice. As a result, improvements to practice are not robustly applied.

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It has the following strengths

 Children play happily and are confident in the care of the childminder. The childminder offers them attention and praise, helping them to feel valued and supporting their emotional well-being.  Children benefit from learning about healthy lifestyles. The childminder actively promotes children's physical health and well-being through daily outdoor activities and promoting healthy eating.  The childminder promotes children's speech and communication skills. This supports them to be confident communicators.

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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

 complete the progress check for children between the ages of two and three years, ensuring that parents are provided with a written summary of their child's progress in the prime areas of learning and development 25/04/2016

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Due Date

 gather more detailed information from parents about children's learning and development at home, to provide a more accurate understanding of their initial abilities and ongoing progress 25/04/2016

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Due Date

 establish effective systems for monitoring children's developmental progress so that any gaps can be swiftly identified and addressed. 25/04/2016

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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

 explore further ways for children to gain an understanding of different cultural events and the wider world  sharpen the self-evaluation process to identify the weaknesses in practice and address these to drive rapid improvement including recognised professional development needs.

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Inspection activities

 The inspector viewed the areas used for childminding. She talked to the children and childminder at appropriate times throughout the inspection and observed a variety of activities.  The inspector looked at evidence of the suitability and qualifications of the childminder as well as a selection of policies and procedures, including safeguarding. She discussed risk assessments and the childminder's self-evaluation process.  The inspector carried out a joint observation with the childminder. She discussed children's learning and development and sampled their records and looked at the planning documentation.  The inspector took account of the views of parents spoken to on the day and by reading a number of their comments on letters obtained by the childminder.

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Effectiveness of the leadership and management requires improvement

Safeguarding arrangements are effective. The childminder is aware of the signs and symptoms of abuse. She knows how to report concerns in order to protect children's physical and emotional well-being. However, in other areas, she does not keep up to date with legislation and good practice guidance to support her continuous improvement. For example, she is not fully aware of promoting the prime and specific areas of learning, in order to support good quality learning experiences for children. Despite this, she does provide children with a varied range of activities that they enjoy. Overall, the childminder's self-evaluation does not clearly identify the strengths or weaknesses of her practice. This means improvement to her practice is not rapid.

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Quality of teaching, learning and assessment requires improvement

The childminder observes children's learning and development and uses these observations to plan children's broad next steps. However, these are not used effectively to ensure that she knows precisely where children are in their learning or to identify any gaps to support their continuing progress. The limited information she seeks from parents does not give sufficient overview of what children know and can do in order to inform more-effective planning. The childminder engages in children's play, and during these interactions the quality of teaching is purposeful. For example, children sit with the childminder to look at books together. She reads stories to children who excitedly join in and pre-empt what will happen next. This helps to support children's literacy, communication and language skills. Children's mathematical and problem-solving skills are supported as they independently build trees using building blocks of different sizes and

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Personal development, behaviour and welfare require improvement

Children quickly settle into the childminding setting. They enjoy the childminder's praise and readily go to her for cuddles and reassurance. This effectively supports children as they develop the confidence to manage new experiences. Children are helped to understand and manage their feelings and behaviour. However, there are fewer opportunities for children to gain more awareness of the wider world and cultures other than their own. The childminder is a good role model as she calmly supports children as they learn right from wrong. Their health needs are met and their self-care skills are promoted, for example, as younger children independently wash their hands before snacks. Children have opportunities to be active and the childminder encourages activities outdoors where children benefit from fresh air and exercise. Written testimonials from parents indicate the high regard they have for the childminder.

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Outcomes for children require improvement

Children are not yet making good progress. They are gaining some of the key skills needed for their next stage of learning. Children become confident and independent as the childminder values their ideas and follows their interests. However, assessments do not accurately track children's progress or identify any gaps in learning swiftly so that the childminder is fully aware of any extra support children may need.

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Setting details

Unique reference number EY477554 Local authority Peterborough Inspection number 974119 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Peterborough, Cambridgeshire. She operates all year round from 8.30am to 8.30pm, Monday to Friday, including bank holidays. The childminder takes time off for 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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