Childminder EY413050

Inspection date

Previous inspection date 25 May 2016 28 November 2011

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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

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

 The childminder does not have a secure knowledge of all aspects of children's learning. This means that she does not always accurately assess children's level of achievement or plan precisely for the next steps in their learning.  The childminder does not always gain sufficient information from parents about what children already know and can do when they start at the setting. This means that initial assessments do not always accurately show what stage they are at in their development.  The childminder has not recently accessed training opportunities to develop her knowledge and skills further.

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It has the following strengths

 Children are settled and happy. They have built positive relationships with the childminder, who understands their individual routines. Children demonstrate confidence and high levels of self-esteem.  Partnerships with parents, external agencies and other professionals are well established. The childminder keeps parents informed of the activities the children have experienced through daily discussions. This helps promote continuity of children's care and learning. Parents are happy with the service provided.  Children are developing positive attitudes and good behaviour. The childminder is a good role model for children. She teaches them to share, take turns and negotiate with others during their play. She also ensures her expectations of their behaviour are clear. She teaches children to respect individual differences in society.

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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

 improve assessment procedures by accurately identifying children's next steps in their development and using this information to plan challenging experiences across all areas of learning 19/08/2016

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Due Date

 obtain more information from parents about what children can and cannot do when they first start, so that the initial assessment is more precise and clearly identifies children's learning needs. 29/07/2016

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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

 develop an effective programme of professional development to support the continuous improvement of knowledge, understanding and practice.

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Inspection activities

 The inspector looked at those parts of the childminder's home used for the care of children.  The inspector looked at children's records and a range of other documentation, including policies and risk assessments.  The inspector carried out a joint observation with the childminder.  The inspector observed the interaction between the childminder and children during child-led and planned activities.  The inspector looked at relevant documentation, such as the childminder's self- evaluation and evidence of the suitability of the childminder and other adults living in the home.  The inspector took account of the written views of parents.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Effectiveness of the leadership and management requires improvement

Arrangements for safeguarding are effective. The childminder can identify signs of abuse and neglect and knows the correct procedures to follow should she have concerns about a child in her care. She has taken steps to address actions and recommendations made at her last inspection. For example, children are protected from hazards as the childminder undertakes risk assessments in all indoor and outdoor areas and for any outings off the premises. The childminder attends all mandatory training. However, her professional development does not focus on ways of enhancing her understanding of changes to childcare practice or building on her teaching skills. The childminder demonstrates a capacity to improve through self-evaluation. For example, she regularly meets with other childminders to share ideas and she has also identified improvements for the outdoor area.

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Quality of teaching, learning and assessment requires improvement

There are some weaknesses in the childminder's processes for observing and assessing children's learning and using this information to inform her planning. However, the childminder, generally, understands child development. Children enjoy looking at books with the childminder, helping them develop an interest in literacy. Babies make some independent choices from a small range of resources set out by the childminder. Young children enjoy exploring the sounds electronic toys make. Babies are given time to explore and develop their senses. Children's language development is supported well. The childminder joins in with children's play, talking with them and adding new words. Babies' emerging language is positively responded to. The childminder uses some mathematical language and effectively develops children's colour recognition and counting skills.

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Personal development, behaviour and welfare require improvement

Children have daily opportunities to play outdoors. They enjoy meals and snacks that help them to learn the importance of eating a healthy, balanced diet. This supports their health and well-being. The childminder supports children to develop personal independence and manage tasks for themselves. For example, she encourages younger children to feed themselves. However, planned activities do not always focus on what children need to learn next to promote their good progress. The childminder now records her fire evacuation drills, which she carries out with the children. This helps children develop their knowledge of how to keep safe in an emergency.

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Outcomes for children require improvement

The childminder does not gather sufficient information when children start at the setting. This does not help her ensure children are making progress that is typical, or better than typical, for their age and individual capabilities. Children explore their surroundings confidently and return to the childminder for comfort when they want to. Children develop physical skills, such as crawling and coordination as they fill and empty different sized and shaped containers. They make steady progress and are learning some skills that prepare them for their next stage in learning.

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Setting details

Unique reference number EY413050 Local authority Nottingham City Inspection number 1003252 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 5

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Name of registered person

Date of previous inspection 28 November 2011

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Telephone number

The childminder was registered in 2010. She lives in the St Ann's area of Nottingham. The childminder holds a level 3 childcare qualification. She operates Monday to Friday all year round, from 7.30am to 6pm, except for family holidays and bank holidays.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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