Greensit, Claire Elizabeth

Inspection date

Previous inspection date 15 July 2016 26 September 2013

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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:

 Teaching is variable. Some aspects of teaching are not sufficiently planned for or responsive to children's emerging needs. Opportunities to develop children's own ideas or solve their own problems are missed.  Behaviour management strategies are inconsistent. The childminder misses opportunities to support children in developing sensitivity to others' needs. Children are not progressing rapidly in making relationships with other children.  Performance management is not sufficiently robust. Although weaker practice is identified, it is not addressed adequately. Opportunities to support rapid and sustained development for some areas of children's learning are missed.

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It has the following strengths

 Children explore the wide range of stimulating resources which is available to them. They confidently choose what they would like to play themselves. Children demonstrate that they are independent learners and wiling to have a go.  Children practice their self-help skills throughout the day. At lunchtime they enjoy preparing their own meals. While babies skilfully peel their own fruit, older children access food from the fridge themselves and proceed to make their own sandwiches.  The childminder values parents' involvement. Parents make their own assessments of what their children know and can do. The childminder uses this information, along with her own assessments, to work with parents and other professionals to support children's learning.

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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

 make better use of professional development and performance management to improve teaching so that children benefit from consistently high-quality interactions that promote their good progress 18/07/2016

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Due Date

 give children guidance that helps them to recognise the needs of others and encourages them to build positive relationships with other children. 18/07/2016

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector discussed with the childminder how she evaluates her practice.  The inspector spoke to the childminder at appropriate times in the day. She looked at relevant documentation, such as children's individual and group assessments and the documented checks for the suitability of assistants to work with children.  The inspector viewed a number of written testimonies from parents and spoke to one parent during the inspection. She took account of their views.

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Effectiveness of the leadership and management requires improvement

The childminder is keen to develop her practice and that of her assistants. She regularly evaluates the provision and has a clear action plan with priorities for improvement. She carries out professional development to improve practice and to keep up to date with changes. However, despite weaker areas of teaching being identified, they have not been addressed swiftly. The arrangements for safeguarding are effective. The childminder's policies, procedures and knowledge reflect the standards set by the Local Safeguarding Children Board. The childminder carries out checks to ensure the suitability of adults working with children. The childminder and her assistants regular carry out assessments of safety within their practice. The childminder uses additional funding to provide targeted resources and activities for children to support their learning.

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Quality of teaching, learning and assessment requires improvement

The childminder is a qualified teacher. She uses her skills and knowledge to provide opportunities for children's independent learning. She has a wide range of engaging resources for children to choose from. They enjoy exploring and demonstrate a keen desire to investigate. However, children are not given sufficient time to solve their own problems or explore their own ideas in solitary play. At times, the childminder interrupts them to provide guidance. Despite this, older children enjoy developing their numeracy and literacy skills as they play. They are able to match sounds to pictures and to calculate who is winning in the sound lotto game. Children are making some progress in preparation for the next stage in their learning. Babies enjoy sharing experiences. They smile with delight as they pop the paint bubbles and explore the texture of the paint on their hands. Unfortunately, instead of completing the activity outdoors as planned, it was completed

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Quality of teaching, learning and assessment requires improvement

indoors limiting the chance for the babies to freely engage in their exploration because the adults were overly concerned about them making a mess.

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Personal development, behaviour and welfare require improvement

Children are well behaved. They are polite and courteous and regularly use their manners. However, the childminder misses opportunities to support children in making friendships with other children. On occasion, planned activities do not encourage collaborative play when the children require it. Babies demonstrate that they are happy and have established strong bonds with their key person. Their individual care routines are known and these are met. All children are supported in taking and managing appropriate risks. For example, babies enjoy climbing down from the outdoor equipment safely, with support from an adult. Children are learning about keeping themselves safe and healthy and enjoy and active lifestyle.

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Outcomes for children require improvement

Most children are making typical progress for their age. However, some children are not helped to make sufficiently rapid progress with social skills. Children are developing their communication and language rapidly and express themselves confidently. Children's physical development is progressing well. They are able to demonstrate a range of large and small movements as they play and explore.

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Setting details

Unique reference number EY462767 Local authority North Yorkshire Inspection number 1043576 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 12 Number of children on roll 15

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Name of registered person

Date of previous inspection 26 September 2013

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Telephone number

The childminder was registered in 2013 and lives in Ripon. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a qualified teacher and follows the Montessori philosophy. She provides funded early education for three- and four-year-old children. She works alongside a co- childminder and an assistant. She also has an additional assistant for emergency cover.

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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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