Childminder 300040

Inspection date

Previous inspection date 11 April 2016 27 May 2010

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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 know how to effectively observe and accurately assess children's learning. She does not always consider children's individual interests and abilities and plan successfully for the next steps in their learning.  The childminder does not effectively track the progress of children to identify and close any gaps in their learning.  The childminder has not found successful methods to encourage parents to share detailed information about their child's learning at home, so that she can use this to help each child progress more rapidly.

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It has the following strengths

 The setting is welcoming and has a broad range of play resources. Children are confident and become independent learners as they access toys and activities of their choice. This helps them to develop some of the abilities they need for their future learning in nursery or school.  The childminder takes children on regular outings and gives them opportunities to take part in larger-group activities. This helps children to learn about their community and the wider world.  The childminder encourages children to share, take turns and consider the needs of others. Children are well behaved and enjoy each other's company.

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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

 improve knowledge and understanding of how to effectively observe and assess children's learning 11/07/2016

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Due Date

 plan challenging activities based upon children's interests and abilities to help them make good progress in all areas of their development 11/07/2016

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Due Date

 track the progress children make more effectively and identify and address any gaps in their learning. 11/07/2016

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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

 establish successful methods to encourage parents to share detailed information about their child's learning at home to support their learning to the highest level.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector looked at children's daily diaries.  The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector checked evidence of the suitability of all household members and of the childminder's qualifications. She also looked at the childminder's self-evaluation form and discussed her improvement plan.  The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector took account of written feedback from parents.

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Effectiveness of the leadership and management requires improvement

The childminder does not yet have effective systems in place to precisely monitor children's progress in their learning. This means she cannot not always identify where early intervention is needed to narrow any gaps in their learning. The arrangements for safeguarding are effective. The childminder checks her home and places visited on outings and takes action to minimise any risks. She has recently attended safeguarding training to help her to recognise the signs and symptoms of abuse. The childminder knows how to report any concerns she may have about a child in her care. The childminder gains parents' opinions on the quality of the service she provides, so that she can identify where improvements can be made. Written cards from parents and grandparents are very complimentary about the childminder.

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Quality of teaching, learning and assessment requires improvement

The childminder finds out information from parents about what their children are capable of doing at the start of any placement. However, she does not give parents enough encouragement to continue to share information about what children are achieving at home. The childminder does not observe and accurately assess children's ongoing learning. She does not identify their next steps or individual interests. This means that she does not have a full picture of what children know and can do, on which to base her planning for their future learning. The childminder attentively plays alongside children and uses a range of teaching strategies. For example, she interprets children's non-verbal communication and talks about what they are doing, providing clear language for them to hear and copy.

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Personal development, behaviour and welfare require improvement

Settling-in procedures ensure that families and children have time to get to know the childminder. She obtains details about children's likes, dislikes and routines when they first join her and meets their care needs effectively. Children are happy and content. The childminder treats them with warmth, consideration and kindness, promoting their emotional well-being and a sense of security. Children enjoy healthy meals and have daily opportunities for outdoor play, either in the childminder's garden or at the nearby park. The childminder encourages children to help with some small tasks that support their independence and help to prepare them for school. However, weaknesses in assessment, planning and teaching mean that children are not making consistently good progress in developing their personal and social skills.

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Outcomes for children require improvement

Children are not making consistently good progress from their starting points. However, they are to some extent motivated to learn and are developing some aspects of their communication and mathematical skills. Children like looking at books and singing songs. They enjoy exploring different shapes and textures based upon the colour red. Children are developing some of the basic skills needed to help prepare them for school.

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Setting details

Unique reference number 300040 Local authority Sheffield Inspection number 867210 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 11

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Telephone number

The childminder was registered in 1982 and lives in Sheffield. She operates all year round from 7.45am to 6pm, Monday to Wednesday, except for bank holidays and family holidays.

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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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