Childminder EY382507

Inspection date

Previous inspection date 6 July 2016 18 March 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 Requires improvement Outcomes for children Requires improvement

p.1

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

 The childminder does not regularly assess children's progress to provide an accurate picture of how well they are doing in relation to their starting points and their expected levels of development. Consequently, the childminder does not always plan activities that provide sufficient challenge for all children so that they make the best possible progress.  The childminder does not understand the procedures to follow regarding the protection of children's data.  The childminder has not fully developed partnership working with other early years settings that children also attend, in order to consistently support children to make good progress in all areas of their learning.

p.1

It has the following strengths

 The childminder provides a welcoming environment. She offers children a suitable range of toys and resources which helps to engage them in purposeful play. This helps them make some progress in their learning and development.  Children follow good hygiene routines and enjoy healthy meals, which the childminder freshly prepares. They have daily opportunities to experience fresh air and be active in the childminder's garden and through outings to the local park. This helps to promote children's good health and supports their physical well-being.

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

 ensure that ongoing assessment is effectively used to assess how well children achieve in relation to their starting points and their expected levels of development and use this information to accurately identify the next steps in children's learning and plan activities that are tailored to their individual needs 26/09/2016

p.2

Due Date

 acquire an understanding of the legal responsibilities under the Data Protection Act 1989 (DPA) to ensure that information relating to children cared for is handled in a way that ensures confidentiality and privacy. 29/07/2016

p.2

Due Date

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

p.2

Due Date

 strengthen the two-way flow of communication with all other early years settings that children attend so that children fully benefit from a shared understanding and common approach to supporting their progress.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector held discussions with the childminder and her assistants at appropriate times throughout the inspection.  The inspector looked at relevant documentation, such as records of children's learning and development, written risk assessments and a selection of policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder and the suitability of her assistants and other household members.  The inspector took account of parents' comments from information included in the childminder's own parent survey.

p.2

Effectiveness of the leadership and management requires improvement

Arrangements for safeguarding are effective. The childminder and her assistants have a suitable knowledge of child protection procedures in line with the guidance of the Local Safeguarding Children Board. They understand what to do should they have a concern about the welfare of a child in their care. All assistants and adults in the household have undergone the required vetting procedures to assess their suitability to be in contact with children. However, the childminder is not fully aware of the required procedures to follow regarding the protection of children's data. The childminder evaluates her setting and seeks the views of parents and children. She regularly monitors the practice of her assistants through informal discussions. However, the childminder has not fully established links with other early years settings that children attend. Consequently, all settings are not able to work together to provide consistency in the children's learning.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder and her assistants have a generally sound understanding of how children learn. Children enjoy their time in the setting and are adequately occupied as they choose what they want to do. Babies have adequate space to move around to practise their early walking skills. The childminder and her assistants observe children while they play. They have a suitable understanding of where children are in their development. However, the childminder does not consistently assess how well children achieve in relation to their starting points and their expected levels of development. This means that the childminder does not always plan and provide suitably challenging activities to meet children's individual needs. The childminder and her assistants support children who speak English as an additional language to use their home language as well as English in their play. They engage children in conversation and their vocabulary is developing well.

p.3

Personal development, behaviour and welfare require improvement

Children form positive relationships with the childminder and her assistants and enjoy the attention they give. They are supported to settle into the childminding setting and grow in confidence. However, the childminder has not fully developed partnerships with other early years settings. This means she cannot fully support children to be emotionally ready to embrace new experiences. Consistent boundaries are in place for children's behaviour. This supports children to know what is expected of them. The childminder and her assistants attend well to children's care needs. Children can rest or sleep as they need to. The childminder and her assistants hold current paediatric first-aid qualifications. They complete visual checks before children arrive to help to maintain a safe environment.

p.3

Outcomes for children require improvement

Children do not make good progress. This is because planning and assessment requires improvement to ensure that activities engage children at the highest level. Nonetheless, children do acquire some basic skills ready for the next stages in their learning, such as nursery or school. Children learn to become more independent. They are encouraged to put on their own shoes and manage their own personal needs according to their age and stage of development. Children listen to instructions and learn to share and take turns.

p.3

Setting details

Unique reference number EY382507 Local authority Suffolk Inspection number 1042821 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 12 Total number of places 18 Number of children on roll 20

p.4

Name of registered person

Date of previous inspection 18 March 2013

p.4

Telephone number

The childminder was registered in 2008 and lives in Ipswich, Suffolk. She works with assistants and operates all year round from 7am to 8pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language.

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