Childminder EY421185

Inspection date

Previous inspection date 10 May 2016 13 February 2013

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 always have a good enough understanding of children's progress, as monitoring and assessment processes are not fully effective.  The childminder does not consistently promote children's speaking skills effectively.  The childminder does not help raise children's awareness of others to promote their understanding of people from different backgrounds and the wider world.  The childminder does not always focus effectively enough on evaluating her practice to accurately identify actions to help improve children's progress.

p.1

It has the following strengths

 Children are happy and settled. They have secure and warm relationships with the childminder and behave well.  Children are safe and secure in the childminder's care. She uses robust risk assessments to ensure children play and rest safely.  The childminder has good relationships with parents. Parents are highly complimentary about the childminder's service.  The childminder has a good understanding of the importance of promoting children's good health. For example, children enjoy nutritious foods and snacks.

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 use of observations and assessment to check children's progress more effectively and plan for their next steps in learning 28/06/2016

p.2

Due Date

 develop knowledge of how to promote children's language and communication skills consistently. 28/06/2016

p.2

Due Date

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

p.2

Due Date

 support children's awareness of others more effectively to fully extend their understanding of the wider world  develop an effective self-evaluation process that identifies how to continually improve outcomes for children and includes ongoing professional development.

p.2

Inspection activities

 The inspector observed the childminder and the children interacting during play activities.  The inspector spoke with the childminder at appropriate times throughout the inspection, regarding her practice and the arrangements for observation, assessment and planning.  The inspector checked the documentation the childminder uses to support her practice.  The inspector discussed the childminder's self-evaluation processes.  The inspector read comments in letters from the parents.

p.2

Effectiveness of the leadership and management requires improvement

The childminder has a suitable understanding of most of the requirements of the Early Years Foundation Stage. She has addressed some of weaknesses identified at her last inspection. For example, she has organised her resources so that children can make more choices about their play. However, improvements are inconsistent. The childminder does not regularly evaluate her practice to identify how to raise the quality of the provision and her knowledge further, so children make better progress. Although children are happy in the company of others, the childminder recognises that she does not always help them to build on their awareness of difference between themselves and other people. Safeguarding is effective. The childminder has a suitable understanding of local safeguarding procedures and knows what to do if she has concerns for a child's welfare.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder lacks some awareness of how to use observations and assessments of children's achievements. This makes it more difficult to gauge their progress and fully support their all-round development. Nevertheless, children are happy and make choices about their play from the activities provided. For example, they show interest in exploring animal figures and recognise and match up the animal families, supporting their awareness of similarities and differences. However, the childminder does not always make the most of opportunities to extend and develop children's communication skills.

p.3

Personal development, behaviour and welfare are good

The childminder's home is very welcoming to children and she has a warm and caring approach. She is always close by to offer children reassurance and praise. The childminder gives children clear explanations about how to behave and supervises them to make sure they are safe. For example, she encourages children to tidy up the toys so they do not trip over. Partnerships with parents are good. The childminder is sensitive to parents' needs and provides a texting service so they can get updates about their children's progress during the day.

p.3

Outcomes for children require improvement

Children learn to share and to take turns, and develop their independence skills in readiness for the next stage of their learning. For example, they relate well to each other and know about healthy options for eating and exercise. However, children do not always gain key communication and language skills consistently to meet future learning needs.

p.3

Setting details

Unique reference number EY421185 Local authority Hillingdon Inspection number 1049408 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 3

p.4

Name of provider

Date of previous inspection 13 February 2013

p.4

Telephone number

The childminder registered in 2011. She lives in Ickenham in the London Borough of Hillingdon. The childminder works Monday to Friday from 7.30am to 6pm, all year round, expect 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