Childminder 260311

Inspection date

Previous inspection date 17 June 2016 14 October 2014

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Previous inspection: Requires Improvement

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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:

 Observation and assessment are not accurate enough or consistently used effectively to plan challenging activities that promote children's progress in their learning. Partnerships with parents are not fully effective for all children with regard to exchanging information to inform planning for future learning.  The childminder does not dependably promote individual children's learning while she supports their play so that they make as much progress as they can.  The childminder has made some progress with regard to addressing the action that was raised at the last inspection. However, she has not developed an effective procedure for self-evaluation to ensure that strengths and areas for improvement are continually identified and acted upon.  The childminder does not fully promote children's awareness of differences between people. Their understanding of families and traditions beyond their own experiences is

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It has the following strengths

 Children are happy and confident. Relationships between the childminder and the children are good.  The childminder is aware of her responsibilities to protect children from abuse and neglect. She knows the local child protection procedures to follow if she is concerned about a child.  Children's interest in the natural world is fostered by the childminder. They help to plant and grow flowers and vegetables.

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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

 ensure that information from parents and from observation and assessment is used more consistently and effectively to plan and provide support to help every child make progress based on their next steps 15/08/2016

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Due Date

 ensure that knowledge and understanding of how to promote children's learning and development is secure, raising the quality of teaching to support them to make best progress. 15/08/2016

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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

 implement effective systems for self-evaluation to ensure that strengths and areas for improvement are continually identified and acted upon  improve opportunities for children to gain a greater awareness of similarities and differences, and an understanding of different people in the wider world.

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Inspection activities

 The inspector observed activities as children played in the indoor play area.  The inspector observed an activity and discussed teaching methods with the childminder.  The inspector looked at evidence of the childminder's training and evidence of the suitability of all adults.  The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of parents.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. Children are safe because the childminder ensures that potential risks in her home and garden are identified and minimised. Required suitability checks for all adult members of her family have been completed. Children are constantly supervised. The childminder has taken some steps to improve her provision since the last inspection. She seeks support from representatives of the local authority and has attended training to improve her observation, assessment and planning skills. However, the childminder has not implemented all aspects of this new knowledge successfully. Parents share their positive views. They say that the childminder has a great relationship with the children and that she is caring, kind and reliable.

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Quality of teaching, learning and assessment requires improvement

The childminder's knowledge and understanding of how to promote children's learning and development are not strong enough to ensure that they are consistently challenged to make good progress in line with their next steps. For example, she promotes young children's emerging speaking skills generally well as they progress from saying single words to forming simple sentences. However, she does not consistently offer further support to promote more accurate pronunciation. The childminder joins in enthusiastically when children invite her to join in with their pretend play. They use different writing materials to make marks on a large box that they call their den. The childminder identifies children who hold a pen or crayon using their whole hand. However, again she does not identify how to extend this dexterity to hold and use the writing tools with more control. Children are encouraged to count and name colours while they play but the childminder

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Quality of teaching, learning and assessment requires improvement

misses some chances to teach children simple shapes.

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Personal development, behaviour and welfare require improvement

The childminder creates a welcoming environment and children are emotionally secure in her care. She manages behaviour effectively in accordance with a child's stage of development. Distraction is effective for young children. The childminder boosts children's self-confidence, using praise in acknowledgement of positive behaviour. She provides some toys that reflect diversity but children's learning about similarities and differences in society and the wider world is not extended. Children play in the childminder's garden and practise physical skills when they access large equipment at toddler groups. Their good health is supported appropriately. Parents provide food and the childminder uses her food hygiene knowledge to ensure that meals are stored safely.

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Outcomes for children require improvement

Children gain basic skills in the prime and specific areas of learning that help them to be ready for pre-school and school. However, their learning is not extended and they are not making best progress due to variable teaching and inconsistent planning for their future learning. Children are prepared well emotionally for moving on to other settings. For example, they interact with other adults and children at groups. They gain independence. For example, they choose and select toys for themselves from low-level shelving. Children regularly explore resources, such as paint, glue, sand and water at toddler groups.

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Setting details

Unique reference number 260311 Local authority Leicester City Inspection number 1044432 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 14 Total number of places 6 Number of children on roll 12

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Name of registered person

Date of previous inspection 14 October 2014

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Telephone number

The childminder was registered in 2000. She lives in Leicester. The childminding provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family 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

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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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