Childminder 121552

Inspection date

Previous inspection date 28 April 2016 21 January 2009

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 childminder does not use systems that are consistently thorough to assess and monitor children's individual learning. She does not always have a clear picture of how children are progressing to help them move on to the next steps in their learning effectively.  The childminder does not always provide activities, resources and experiences to keep children interested, engaged and challenged in their learning, to promote good outcomes, particularly for those children who prefer to learn outdoors.  The childminder does not involve parents fully in their children's learning. She does not gather information about children's skills and abilities when they first start, to inform planning from the outset. She does not share information about children's progress well enough to involve them in their children's learning at home.  The childminder does not evaluate her practice effectively enough to help her identify

p.1

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

all areas for improvement to benefit children.

p.1

It has the following strengths

 Children have positive relationships with the childminder. She is kind and sensitive to children's needs, and promotes their emotional well-being effectively.  Children are happy and develop independence skills. For example, they manage their own personal needs and help with daily routines, such as tidying away toys.  The childminder offers a safe and welcoming environment where children have access to suitable toys and resources.

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 systems of observation and assessment, to help identify the next steps in children's learning and to plan challenging and engaging activities to help them make good progress 20/05/2016

p.2

Due Date

 improve partnerships with parents to gather information about what children know and can do when they first start, and share ongoing information about children's progress to help parents extend their children's learning at home. 20/05/2016

p.2

Due Date

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

p.2

Due Date

 build on children's interests to extend their learning, particularly to support those children who prefer to learn outdoors  develop consistent and thorough systems to review and evaluate all aspects of the childminding practice, to identify and target areas for improvement, including promoting professional development, to raise standards and outcomes for children.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors.  The inspector checked documents relating to the suitability and qualifications of the childminder, and sampled documentation, including safeguarding procedures and children's records.  The inspector read the childminder's self-evaluation document and examined how she evaluates her provision, and drives improvements.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector read written feedback from parents.

p.2

Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder understands the safeguarding requirements. She has attended training to strengthen her knowledge further. She is confident about what to do should she have any concerns about a child in her care. The childminder's evaluation process is not rigorous enough to target all areas for improvement. For example, she has not implemented the recommendation from the last inspection successfully. She does not assess and monitor children's progress well enough, to make sure she can identify all gaps in their learning quickly. The childminder recognises that she has not kept up to date with changes in guidance and legislation, such as tracking children's progress. Nevertheless, the childminder works closely with teachers at other settings that children attend to provide a consistent approach in their care.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder provides appropriate toys and resources to support children's all-round learning. However, the childminder does not always plan activities that are focused and challenging enough because she does not have an accurate picture of what children know and can do. For example, she provided writing tools to encourage children's writing skills but the activity was mundane and lacked challenge. This limits the progress that children make in their learning. Nevertheless, children enjoyed playing with small world cars and building a multi-storey garage. The childminder promotes children's communication and language skills well. For example, she talked and engaged with children enthusiastically as they played.

p.3

Personal development, behaviour and welfare require improvement

The childminder interacts positively with children. For example, she offered praise and encouragement to build children's confidence. The childminder talks to children about the importance of healthy lifestyles. For example, she allows children to rest when tired and provides them with healthy snacks. The childminder organises outings to local parks and playgroups to support children's social and physical skills, for instance. However, she does not use her knowledge to build on children's interests. For example, she missed opportunities to support children who prefer to play outdoors. The childminder builds suitable relationships with parents and informs them about their children's care routines. However, she does not share detailed information about children's achievements to help parents to continue their children's learning at home.

p.3

Outcomes for children require improvement

Overall, children are happy, settled and behave well. For example, children know how to share and show respect for others, their toys and resources. Children develop some appropriate skills for their future learning.

p.3

Setting details

Unique reference number 121552 Local authority Surrey Inspection number 1025258 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 4 Total number of places 6 Number of children on roll 1

p.4

Name of provider

Date of previous inspection 21 January 2009

p.4

Telephone number

The childminder registered in 1996. She lives in Weybridge, Surrey. She operates from 7.30am to 6pm, Monday to Friday, except on bank holidays. She holds an early years qualification at level 2.

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