Childminder EY266519

Inspection date

Previous inspection date 10 June 2016 23 July 2012

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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:

 Children are not consistently challenged by the activities the childminder provides. She assesses children's learning, but her assessments are not regular and precise enough to enable her to make good use of them to promote their ongoing good progress.  The childminder does not have a good understanding of how to develop the skills and attitudes children need to become successful learners. Children are not fully supported to have their own ideas and solve problems for themselves.  The childminder has not evaluated the quality of teaching to identify where she can improve the overall standard. As a result, professional development has not focused on further improving the quality of her teaching.

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It has the following strengths

 Children make steady progress from their starting points and enjoy learning. The childminder provides a range of interesting activities, both inside and outdoors. She supports children to develop their communication, language and social skills.  Children are happy and confident because they form secure attachments to the childminder. They behave well and demonstrate good manners. Children enjoy becoming independent and show they can think about others.  The childminder has secure partnerships with parents and other settings children attend. They share information about children's learning and care to promote their overall well-being and development.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 use more precise and regular assessments of children's learning to plan more challenging activities that promote good progress  provide more opportunities for children to develop the skills they need to be effective learners, think about their own ideas and solve problems  develop the self-evaluation process; identify where teaching can be improved further and target professional development accordingly.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of the suitability of all household members and the childminder's qualifications. She also discussed her improvement plan.  The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

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Effectiveness of the leadership and management requires improvement

The childminder has a secure understanding of how to keep children safe. She regularly reviews her procedures to make sure she is minimising risks to all children. The childminder knows there are other areas of her practice that need improving. However, her self-evaluation has not effectively identified specific professional development aimed at improving her understanding of how children learn. As a result, she has not further improved the quality of her teaching. The childminder works closely with parents, other agencies and settings children attend to share information that supports continuity in their care. For example, they share strategies to support children's emotional well-being and self-esteem. Safeguarding is effective. The childminder has a good understanding of how to recognise and deal with concerns about children's welfare.

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Quality of teaching, learning and assessment requires improvement

The childminder makes some observations of children's learning and assesses their starting points when they start at her setting. She is experienced and uses a suitable knowledge of child development to check that children continue to make overall steady progress. However, teaching is not consistently strong. The childminder does not effectively use detailed assessments of children's learning to plan for their continued good progress. Children are not challenged, as she does not clearly identify how activities and her teaching can promote their next steps in learning. For example, she does not make the most of craft activities to develop children's creativity and physical skills. The childminder provides suitable support for children's communication and language development. She listens carefully to children and develops their vocabulary.

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Personal development, behaviour and welfare require improvement

Children behave well because they feel secure. The childminder builds strong relationships with children and their families. She uses a range of strategies to include and welcome all children, which helps them settle quickly. The childminder provides opportunities for children to learn about other cultures and develop an understanding of similarities and differences. Children happily respond to simple boundaries and instructions. They enjoy helping and being independent during routines. The childminder creates a stimulating environment that supports children to make choices and lead some aspects of their play. However, some skills are not as well supported. Children are not effectively encouraged to explore their own ideas about how to use resources and think of their own solutions to problems.

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Outcomes for children require improvement

Children do not make good enough progress from their starting points, as teaching is not consistently strong. Nevertheless, they learn the basic skills they will need for school. All children develop the confidence and social skills they need to talk to adults and play alongside other children. Older children begin to learn about the sounds different letters make and are able to follow more complex instructions. Children settle well when they move on to their next stage of learning, as the childminder works closely with local schools and nurseries.

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Setting details

Unique reference number EY266519 Local authority Derbyshire Inspection number 1042049 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 10 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 23 July 2012

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Telephone number

The childminder was registered in 2003 and lives in Clay Cross, Derbyshire. She operates all year round from 6.30am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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

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Telephone number

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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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