Childminder EY463942

Inspection date

Previous inspection date 26 April 2016 Not applicable

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:

 The quality of teaching is variable. Children do not always receive the appropriate support for their level of learning.  The childminder does not consistently promote children's understanding of positive behaviour. Not all children receive appropriate support from the childminder. This results in some children dominating the play and the childminder's attention.  The childminder does not identify all children's learning needs or plan successfully for their next steps. She has systems for assessing children's progress, however, they are not always effective. The childminder does not always encourage parents to play an active role in their children's learning to help support their ongoing development at home.  The balance of adult-led and child-initiated learning is not effective. Children have fewer opportunities to make independent choices over their learning and to guide their own play.

p.1

It has the following strengths

 The childminder provides activities that promote children's understanding of cause and effect, changes in the environment and the world around them, both indoors and outdoors.  Children learn about appropriate hygiene procedures and enjoy healthy snacks to support their physical well-being.  The childminder is committed to attending additional training to extend her knowledge of the latest practices.

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

 improve the quality of teaching to consider individual children's needs, interests and stage of learning so that they make at least good progress 24/05/2016

p.2

Due Date

 ensure behaviour management is promoted consistently and positively to provide all children with clear messages about the impact that their actions have on others. 10/05/2016

p.2

Due Date

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

p.2

Due Date

 improve arrangements for assessment to ensure it is used effectively to identify gaps in children's progress and is shared with parents  enhance the opportunities for children to learn through a balance of adult-led and child-initiated play to help to support their independence, social interactions and explorative play.

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 completed a joint observation with the childminder.  The inspector held a meeting with the childminder. She looked at relevant documentation, such as the childminder's self-evaluation and evidence of the suitability of other household members.  The inspector took into consideration the views of parents during the inspection.

p.2

Effectiveness of the leadership and management requires improvement

The childminder strives to keep her knowledge and skills up to date. She reflects on her practice to evaluate some aspects of her service. However, she does not focus sufficiently on raising the quality of teaching and providing children with consistently effective learning experiences. The arrangements for safeguarding are effective. For example, attendance is recorded accurately and first-aid training is regularly renewed. The childminder has a clear understanding of the procedures to follow if she has a concern about a child in her care. Children play in a safe and secure environment because the childminder carries out appropriate risk assessments. Careful consideration is given to children's safety when on outings. Some parents receive regular written information about their child's progress and how to support this further at home. However, this is not consistent for all parents.

p.3

Quality of teaching, learning and assessment requires improvement

The quality of teaching and learning is inconsistent. Some children, on some occasions, receive positive support that promotes all areas of learning. However, the childminder does not always appropriately manage how children's play affects others. She allows some children to dominate the play. Younger children do not always have the engagement and interaction from the childminder to challenge, support and promote their learning. Children's language and speech are appropriately supported. For example, children are encouraged to copy and develop their communication skills. The childminder uses pictures and books to introduce new words to their vocabulary. Children do not always have the opportunity to explore through child-initiated play, to help support their social interaction and independence. The childminder obtains information about children's starting points from parents, observes ongoing achievements and tracks children's progress. However,

p.3

Quality of teaching, learning and assessment requires improvement

this programme is not consistently used for all children. Therefore, the childminder does not use accurate information to help her to close gaps in children's learning.

p.3

Personal development, behaviour and welfare require improvement

The childminder does not always give children clear and consistent boundaries when managing their behaviour. Therefore, children's emotional well-being is not always effectively promoted. For example, children sometimes lack the confidence to participate in activities to their full potential. The childminder promotes children's understanding of healthy lifestyles. They play outside every day and develop physical skills, such as running and jumping.

p.3

Outcomes for children require improvement

Most children are making appropriate progress in the majority of areas of learning. However, children do not receive a consistent approach to their learning to help them to make good, or better, progress. Children are encouraged to develop self-help skills, such as putting on their coats and shoes. They explore with numbers through puzzles and bricks. Therefore, they are developing some skills in readiness for school.

p.3

Setting details

Unique reference number EY463942 Local authority Thurrock Inspection number 944347 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 2

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2013 and lives in Grays, Essex. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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