Childminder 225511

Inspection date

Previous inspection date 19 April 2016 23 August 2011

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:

 Teaching is not fully focused on making sure the gaps in young children's learning are closing, particularly in their communication and language development. The childminder is not effective in supporting children who speak English as an additional language. She does not help children to use the languages they speak at home.  The childminder does not ensure that assessments of children's learning include the views of the other settings children also attend. She does not consistently focus on children's individual next steps in learning during the daily activities. This means some children are not challenged to make good rates of progress in all areas of their learning and development.  The childminder does not always give children time to think and to explore and share their ideas.

p.1

It has the following strengths

 The childminder is skilful in promoting children's personal, social and physical skills and their emotional well-being. Children enjoy positive relationships, settle well and show care and consideration towards others.  The childminder develops strong partnership with parents. She continually exchanges information with them to promote continuity in children's care and learning.  Children show interest in the world around them. They help themselves to a stimulating range of resources, both indoors and outdoors, based on their interests.  The childminder is gentle in her interactions with children. She provides children praise and encouragement to help them persevere and succeed in their chosen tasks.

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 young children are helped to develop their speech and language and provide opportunities for all children to develop and use the languages spoken at home in their play and learning 23/05/2016

p.2

Due Date

 ensure assessment is informed by the views of other settings children also attend and used to plan challenging activities and experiences to help children develop their learning in areas where they are making less progress. 23/05/2016

p.2

Due Date

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

p.2

Due Date

 focus more strongly on helping all children to think for themselves and to explore and share their ideas and thoughts.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector evaluated a planned activity with the childminder.  The inspector looked at relevant documentation, such as the childminder's self- evaluation and evidence of the suitability of adults living and working on the premises.  The inspector spoke to children during the inspection and took account of the views of parents provided by the childminder.

p.2

Effectiveness of the leadership and management requires improvement

The childminder has not maintained continuous improvement in the quality of her teaching and children's learning. That said, she has addressed the recommendation from her previous inspection. She assesses all risks to children, both indoors and outdoors. Children are safe as they play. Arrangements for safeguarding are effective. The childminder attends training to update her knowledge in child protection. She knows the procedures she must follow if she has concerns about a child's welfare. The childminder values the views of parents as part of her self-evaluation. Parents comment on the welcoming and safe home-from-home environment. They state that children are happy and well cared for.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder seeks information from parents about what children know and can do as they enter her setting. Over time, the childminder observes children's learning. She uses the information to identify where children are achieving and what they need to learn next. However, the assessments of children's learning are not precise. The childminder does not obtain information from other settings children also attend, such as pre-school. The activities and resources provided reflect children's likes and interests. Children are curious, engaged and motivated to learn. However, the childminder does not fully focus on promoting children's next steps in learning. In particular, she does not help young children, and those with English as an additional language, to make good rates of progress in their language skills. That said, older children confidently use language to explain what they are doing. All children enjoy being creative. They develop their physical skills as they

p.3

Quality of teaching, learning and assessment requires improvement

investigate play dough. Children use their imagination as they pretend to make a cup of tea for adults. Sometimes, the childminder offers her own suggestions before giving children time to think and share their own ideas.

p.3

Personal development, behaviour and welfare require improvement

The experienced childminder helps children to experience a smooth move from home into her care. Children are at ease and develop their social skills. Parents comment on how children enjoy and benefit from playing with others. They describe how the childminder is a good role model and helps children to learn the rules for good behaviour. Older children share and help younger children to ride wheeled toys outdoors. The childminder works well with parents. She agrees strategies to help children to be independent in their personal care needs, such as toilet training. Children enjoy exploring the outdoors safely and are learning the importance of leading a healthy lifestyle. They follow good hygiene routines and enjoy healthy meals and snacks.

p.3

Outcomes for children require improvement

Some children do not make good enough progress, especially in their language and communication development. This means that they are not as well prepared for the next stage in their learning and for school in this respect. Children practise their early writing skills as they make marks in the garden with chalks. Children understand and follow simple instructions and help to keep all the play spaces tidy. They are developing their self-care skills as they learn to dress and to be independent.

p.3

Setting details

Unique reference number 225511 Local authority Leicestershire Inspection number 866238 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

p.4

Name of provider

Date of previous inspection 23 August 2011

p.4

Telephone number

The childminder was registered in 1992 and lives in Melton Mowbray, Leicestershire. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language.

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