Childminder in Cambridgeshire

Inspection date

Previous inspection date 9 June 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 Good 2

p.1

3

Outcomes for children Requires improvement

p.1

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

 The childminder does not consistently assess and track children's development, in order to identify exactly where children are in their learning and prioritise where support is needed.  The quality of teaching is variable and not yet consistently strong. At times, the activities the childminder provides do not sustain children's engagement or extend their learning.  The childminder does not use an effective system to update her own knowledge or identify current weaknesses in her practice. As a result, professional development has not focused on raising the quality of her teaching.  The childminder does not obtain sufficient information from parents about what children already know and can do when they first start at her setting. As a result, she is not able to effectively plan activities to support their learning from the outset.

p.1

It has the following strengths

 The childminder provides children with many opportunities to play and learn outdoors. Children enjoy exploring the garden, digging in the sand and throwing balls. They are keen to visit the park where they engage in active physical play as they climb on equipment.  Children develop strong bonds with the childminder. They are settled, confident and enjoy their time in the childminder's home. They demonstrate a secure sense of belonging and they independently access toys and resources that interest them.

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

 develop effective procedures to assess and track children's development so that any weaknesses in their learning can be swiftly identified and addressed to promote their good progress 09/06/2016

p.2

Due Date

 improve the quality of teaching so that children benefit from planned activities that engage and motivate them to learn. 09/06/2016

p.2

Due Date

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

p.2

Due Date

 develop the process of self-evaluation to clearly highlight strengths and weaknesses of current practice and teaching, in order to continually drive improvement  gather more detailed information about what children already know and can do when they first start, and use this information to more effectively plan for their future learning from the outset.

p.2

Inspection activities

 The inspector observed the childminder joining in activities with the children and, at appropriate times, discussed the learning that was taking place with her.  The inspector saw the areas of the house and garden used for childminding.  The inspector discussed the progress children make with the childminder and looked at the progress checks for children aged between two and three years.  The inspector checked evidence of the suitability of household members and a range of other documents, including the safeguarding policy.  The inspector interacted and spoke with children at appropriate times throughout the inspection.

p.2

Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder implements suitable child protection procedures, helping to promote children's welfare. She carries out risk assessments, in order to minimise any possible hazards for children in the home and on outings. The childminder attends some training and benefits from peer support from other childminders. However, she does not effectively review her practice and teaching methods, in order to swiftly target areas for improvement and promote her ongoing professional development. The systems in place to assess and track children's progress are weak. Consequently, the childminder is not able to quickly identify gaps in children's learning, in order to plan suitably challenging activities.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder gathers some information from parents before children start with her. However, she does not always find out enough information about what children can already do. This has a negative impact on her ability to effectively plan for their next steps in learning from the very start. The childminder sets out resources that she knows interest the children. For example, she has a range of different vehicles and a garage. Children spend time lining up cars and pushing them down the ramp on the garage. She provides a wide range of resources in the garden as she is aware that some children prefer to learn outside. However, the activities the childminder plans for children are not based on their learning needs and interests. Consequently, children are not effectively motivated to learn and quickly seek to move away from the activity.

p.3

Personal development, behaviour and welfare are good

The childminder effectively supports children who speak English as an additional language. She learns key words from parents and her supportive interactions help them to feel secure. She speaks clearly to children, carefully modelling the correct use of words. Children are developing an understanding of healthy lifestyles. They are keen to play in the garden and understand the need to wash their hands before they eat. The childminder provides nutritious snacks and meals each day. She talks to the children about the importance of a balanced diet as she offers them cheese, breadsticks and fruit for snack. The childminder takes children to local toddler groups and meets with other childminders. Children benefit from socialising with larger groups of children and engaging in a wide range of activities.

p.3

Outcomes for children require improvement

Weaknesses in the childminder's assessments and tracking of children's development mean that they are not consistently supported to make good progress. Children are developing some skills that support them to move forward in their learning and help them prepare for starting school. The childminder encourages children to count and understand positional language as they play with toy dinosaurs in the sand. She frequently reads stories to them and provides them with pens and paper to help develop their literacy skills.

p.3

Setting details

Unique reference number EY478834 Local authority Cambridgeshire Inspection number 980222 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 6

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2014 and lives in Cambridge. She operates from 8am to 6pm, Tuesday to Friday, during term time only, except for bank holidays and family holidays.

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