Childminder EY430422

Inspection date

Previous inspection date 22 April 2016 2 February 2012

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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

 The childminder does not gather sufficient information from parents about children's abilities and stages of development when they first start at the setting. This means that she is not able to accurately measure their progress or consistently plan well-tailored activities from the outset.  The childminder does not consistently use information from her observations to accurately assess, identify and plan effectively for children's next steps in their learning.  The childminder does not always create opportunities to support and extend children's thinking and learning as they play.  Self-evaluation is not fully effective in identifying the improvements required and targeting professional development plans on ways to raise the quality of teaching.

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It has the following strengths

 Children have developed affectionate relationships with the childminder. They look for her for reassurance and support and enjoy her company.  The childminder acts as a positive role model. She is polite and speaks to the children in a calm and respectful manner. She praises children's positive behaviour, effort and achievement. This contributes to the happy atmosphere and raises children's confidence and sense of self-esteem.  The childminder provides parents with a range of information about their children's care and learning, in order to keep them informed of their child's achievements.  The childminder provides a safe and suitable learning environment. Resources are varied and easily accessible for children to choose independently.

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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

 gather more detailed initial information from parents about children's learning and development on entry, to accurately identify what they already know and can do, and plan for their immediate learning needs and ongoing progress 31/05/2016

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Due Date

 use the information gathered from observations to accurately assess children's progress, in order to effectively plan next steps for individual children's learning. 31/05/2016

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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

 make the most of all opportunities to extend and challenge children's thinking and learning during activities  improve the self-evaluation process so that strengths and weaknesses are accurately identified, and plan for ongoing professional development in order to develop existing knowledge and enhance teaching skills further.

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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 held discussions with the childminder and spoke with children at appropriate times throughout the inspection.  The inspector sampled a range of documentation, including attendance records, suitability checks, the self-evaluation information and children's observation, assessment and planning records.  The inspector took account of the written views of parents and children.

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Effectiveness of the leadership and management requires improvement

Since the last inspection, the childminder has completed a relevant level 3 qualification. This has enabled her to develop her knowledge about the way young children learn and develop. Most recommendations from the last inspection have been appropriately addressed. The arrangements for safeguarding are effective. The childminder is aware of her responsibilities to protect children from harm and regularly attends relevant safeguarding and paediatric first-aid training to update her knowledge. However, the childminder does not reflect on her practice sufficiently to drive improvements and ensure the quality of her provision is consistently good. She does not sharply focus ongoing professional development plans on continuing to enhance the quality of her teaching skills. The childminder understands the importance of liaising with other early years settings that children attend. She shares information regarding children's learning and development to

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Effectiveness of the leadership and management requires improvement

suitably promote continuity in their care and learning.

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Quality of teaching, learning and assessment requires improvement

The childminder does not consistently provide children at different stages of development with activities that challenge them appropriately. She does not make good use of what she knows about each child or their interests to carefully plan activities to help them achieve their next steps in learning. Children relish participating in activities that promote their sensory development, such as water play. Younger children squeal with delight as they enjoy splashing with their hands. However, the childminder does not always recognise opportunities to develop older children's thinking skills and to extend their learning as they play. This lack of challenge means that they are not effectively supported to make the best possible progress. Even so, communication and language skills are promoted well. The childminder involves children in discussions, asks questions and repeats words for children to increase their developing vocabularies.

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Personal development, behaviour and welfare are good

Children arrive happy and relaxed and soon settle. They approach the childminder with ease and welcome her support and interaction as they play. Children have access to a range of resources that is well organised, enabling them to explore independently. Children have regular opportunities to be physically active and the childminder encourages activities outdoors. Children are helped to gain an understanding of other children's cultures and they develop social skills, through a range of planned play activities. They are supported to learn about people and places in the local community, such as when visiting shops and parks, and during outings to the farm.

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Outcomes for children require improvement

Children make steady rather than good progress. The childminder encourages children to gain self-care skills. They learn to use the toilet and wash their hands independently. Older children are beginning to recognise letters in their names. They attend groups and mix with others in preparation for their next stage of learning and the eventual move on to school.

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Setting details

Unique reference number EY430422 Local authority Cambridgeshire Inspection number 853089 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 2 February 2012

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Telephone number

The childminder was registered in 2011 and lives in Eaton Socon, Cambridgeshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and 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

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 .

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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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