Childminder 317783

Inspection date

Previous inspection date 19 April 2016 25 July 2012

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

p.1

3

Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

p.1

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

 The childminder accurately monitors children's individual progress. However, she lacks knowledge of the legal requirements with regard to completing the progress check for children between the ages of two and three years, and the importance of providing parents with a written summary.  The childminder has not established a fully focused programme of professional development to help her enhance her knowledge and teaching skills further.  The childminder's self-evaluation is not robust enough to identify all weaknesses in the provision.

p.1

It has the following strengths

 The quality of teaching is good. Children enjoy a wide range of activities that is based on their interests. The quality of the childminder's teaching has a positive impact on the progress children make.  The childminder is kind, caring and responsive to children's needs. Children have established close relationships with the childminder and this helps to support their confidence and emotional well-being.  The childminder has established strong partnerships with parents. Flexible settling-in arrangements are successfully implemented to support smooth transitions into the childminder's care. Parents comment very positively about the care and learning provided. They are well informed about their child's progress and are supported to continue their child's learning at home.  The childminder supports children's communication and language skills well. Children are gaining confidence when speaking with others.

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

 update knowledge and understanding of how to implement the progress check for children between the ages of two and three years, including the requirement to provide parents with a short written summary of their child's development in the prime areas. 20/05/2016

p.2

Due Date

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

p.2

Due Date

 establish a focused programme of professional development, in order to develop existing knowledge and enhance teaching skills even further  use self-evaluation more effectively to identify and address weaknesses in the provision.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector took account of the views of parents provided in written feedback and questionnaires.  The inspector carried out an evaluation of an activity with the childminder.  The inspector looked at children's observation and assessment records and the register of attendance, and sampled other documentation, including evidence of suitability checks for household members.  The inspector spoke to the childminder and children at appropriate times during the inspection.

p.2

Effectiveness of the leadership and management requires improvement

The childminder evaluates her provision in order to identify future improvements. However, self-evaluation is not effective at identifying all weaknesses in provision. The childminder undertakes required training, such as first aid and safeguarding. However, there are weaknesses in her understanding of the statutory framework. She does not have sufficient understanding of the requirement to carry out a progress check on children between the ages of two and three years. This hinders her ability to ensure that this is completed as part of her assessment arrangements, when this becomes necessary for the children attending. Nevertheless, the childminder shows a positive attitude towards improving the aspects of her practice that are not meeting the requirements. The arrangements for safeguarding are effective. The childminder demonstrates a clear understanding of how to report and act on any concerns she may have about a child in

p.3

Quality of teaching, learning and assessment is good

The childminder plans a range of interesting activities that helps to support and extend children's learning. Children enjoy the childminder's company. She gets down to their level and children engage well when she plays with them. The childminder models language and uses discussion to support children's communication skills. One example of this is when she asks children to find the dinosaurs that are hidden under rice and other sensory resources. She helps children to compare similarities and differences between the toys. For instance, she asks them, 'Which is the biggest?' The childminder promotes children's small-muscle skills well. Some examples include children using scoops during play, manipulating dough and taking part in a wide range of craft activities.

p.3

Personal development, behaviour and welfare require improvement

Children's emotional and physical well-being are supported well. Transitions between home and the childminder's setting are suitably managed. Children settle well and build trusting relationships with the childminder. Parents receive regular updates about their children's progress. However, the childminder does not have sufficient knowledge of the requirement to provide parents with a written summary of their child's progress when they are aged between two and three years. Children are developing friendships and are beginning to show care and kindness to each other. The childminder is a good role model. She teaches children to be tolerant and behave well. Children are supported to learn about being healthy. They are provided with balanced meals and fresh air and exercise.

p.3

Outcomes for children are good

All children, including those who receive funded education, make good progress from their starting points. Children communicate confidently and display an interest in letters, sounds and words. They are developing good literacy and mathematical skills. Children enjoy their time with the childminder. Children benefit from prolonged periods of uninterrupted time to experiment and play. This helps them to remain focused and develop their interests during activities. Children are developing the skills that they need for their future learning, such as starting school.

p.3

Setting details

Unique reference number 317783 Local authority Doncaster Inspection number 1042299 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 9

p.4

Name of provider

Date of previous inspection 25 July 2012

p.4

Telephone number

The childminder was registered in 1997 and lives in the Bentley area of Doncaster. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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