Childminder EY428592

Inspection date

Previous inspection date 13 July 2016 4 February 2015

p.1

3

Previous inspection: Requires Improvement

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 quality of teaching is not consistent. The childminder makes regular observations and assessments of children's development. However, she does not make consistently good use of the information gained to guide her teaching and plan challenging activities tailored for each child.  The childminder uses a narrow range of teaching techniques to help promote children's communication skills. She does not make good use of talking about what she and the children are doing to help enhance their understanding and speaking skills.  The childminder's self-evaluation and professional development procedures do not robustly identify and address areas of weakness to help plan for continuous improvement.

p.1

It has the following strengths

 The childminder has made some improvements since the last inspection. She has taken appropriate action to address actions raised at her last inspection. Parents have greater opportunities to comment on their child's progress and children have more opportunities to be independent.  Children have good opportunities to meet and play with other children. The childminder makes the most of local playgroups and other childminders to help promote children's social skills.  The childminder maintains clear and confidential records necessary for children's well- being. The children enjoy warm relationships with the childminder.

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

 make better use of what you know about each child to guide teaching and plan activities that challenge them and build on their current level of development. 12/08/2016

p.2

Due Date

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

p.2

Due Date

 use a wider range of teaching techniques to help promote children's communication skills  improve the use of self-evaluation and professional development procedures to identify and address areas of weakness that help ensure good quality learning experiences for children.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector and childminder observed individual children together and discussed their learning, progress and behaviour.  The inspector talked to the childminder and children at appropriate times throughout the inspection.  The inspector looked at a range of documentation, including policies, evidence of suitability of household members, and observations and assessment documentation.  The inspector took account of the views of parents from information in the childminder's records.  The inspector discussed the childminder's self-evaluation procedures.

p.2

Effectiveness of the leadership and management requires improvement

The childminder does not use the information gained from observations and assessment of children's learning effectively to guide her teaching. Children are not always appropriately challenged to help them make the most of their learning opportunities. Self-evaluation procedures are weak. They do not lead to targeted professional development to help raise the quality of her work. The childminder's new ways of planning are still in their infancy. They are yet to have an impact on the quality of teaching. The arrangements for safeguarding are effective. The childminder attends safeguarding training to update her knowledge. She conducts effective risk assessments to help keep children safe. The childminder plans good opportunities for children to visit local playgroups, meet other children and explore their wider community.

p.3

Quality of teaching, learning and assessment requires improvement

Children are not consistently supported to improve their communication skills. The childminder asks questions they can answer in one word. Children repeat short phrases over and over again. The childminder repeats them back without extending them to model more complex language. Generally, children play actively, happily exploring toys. The childminder interacts warmly and playfully with the children. They sit together to paint or read books. The childminder models some vocabulary as she names colours and shapes or reads and sings. Children demonstrate concentration, imagination and developing physical skills as they play. They move trains and cars along tracks or sing along to favourite songs they hear on the television. The childminder sings along with them, encouraging them to continue for longer.

p.3

Personal development, behaviour and welfare are good

Children enjoy warm relationships with the childminder. They have good opportunities to mix with other groups of children. This helps to prepare them for their eventual move to school. Changes in children's care needs, such as potty training, are planned in partnership with parents. Parents receive daily information about children's experiences. Children enjoy healthy eating as the childminder plans healthy snacks. They show confidence as they independently and safely select toys to play with. The childminder sets consistent boundaries for good behaviour, sensitively reminding children of the need to share. She extends children's experiences by acknowledging different cultural festivals.

p.3

Outcomes for children require improvement

Children are not yet consistently challenged and encouraged enough to make the most of their learning experiences. Children are developing confidence and enjoy playing in the childminder's care. They are learning how to behave and socialise with other children. These are basic skills needed for the next stage of learning.

p.3

Setting details

Unique reference number EY428592 Local authority Lancashire Inspection number 1050573 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 13 Total number of places 6 Number of children on roll 9

p.4

Name of registered person

Date of previous inspection 4 February 2015

p.4

Telephone number

The childminder was registered in 2011. She lives in the Leyland area of Preston. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays. The childminder holds a relevant childcare qualification at level 3.

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