Childminder EY334106

Inspection date

Previous inspection date 20 July 2016 25 November 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 Good 2

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Outcomes for children Requires improvement

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

 The childminder has not developed fully effective ways to work in partnership with some settings children attend, particularly those that are not local. She does not consistently exchange information to fully support children's ongoing development.  The childminder does not identify children's starting points sharply enough to swiftly respond to any emerging gaps in their learning. She does not use her assessments of children's development to rigorously check on the progress they make.  While the childminder has made some improvements to practice since the last inspection, she has not used self-evaluation effectively to monitor all areas of her provision and ensure continuous improvement is sustained.  The childminder's plan to promote her ongoing professional development is not targeted to help her to raise the quality of provision and her own personal practice.

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It has the following strengths

 Children are happy and settled in the childminder's care and they build secure relationships with her. She responds well to children's needs and gives them close attention.  The childminder promotes children's good behaviour. She encourages them to share and take turns and teaches them to respect and value other's choices.  Children adopt healthy lifestyles. They are encouraged to practise good hygiene procedures and are offered healthy and well-balanced food and drink.

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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

 maintain a two-way flow of information with all other settings that children attend to provide better support for their individual needs and promote continuity in their learning and development 28/09/2016

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Due Date

 undertake accurate assessments of children's progress and achievements, based on clear starting points on entry and further robust monitoring, to quickly identify and address any gaps in their learning. 28/09/2016

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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

 improve the quality of self-evaluation and use it to continually reflect on practice to identify areas for ongoing improvement that are sustainable  focus the plans for ongoing professional development more specifically to target identified weaknesses and improve the quality of provision and personal practice.

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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 jointly evaluated an activity with the childminder.  The inspector looked at relevant documentation, such as the childminder's self- evaluation, children's learning and development records and a sample of the policies and procedures.  The inspector spoke with the childminder and children at appropriate times during the inspection and took account of the written testimonials from parents.  The inspector checked evidence of the suitability of the childminder and other household members and the childminder's qualifications.

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Effectiveness of the leadership and management requires improvement

The childminder has made some improvements to practice since her last inspection. However, she does not evaluate her practice often enough to address emerging weaknesses at the earliest opportunity. The childminder meets up with other childminders and completes some independent research to keep up to date. However, her plan for ongoing professional development does not focus enough on addressing areas she would like to improve. The arrangements for safeguarding are effective. The childminder demonstrates a suitable understanding of the signs and symptoms of abuse and is aware of the procedures to follow if she is concerned a child is at risk of harm. The childminder has developed a set of policies and procedures to support her practice and which are implemented in the setting. These are shared with parents to inform them of how the setting is run.

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Quality of teaching, learning and assessment requires improvement

The childminder has a suitable knowledge of how children learn and develop. However, her system to check on the progress children make is not robust. Where she identifies gaps in children's learning, she targets practice to support them. However, she is not always aware of the level of additional support children may receive in other settings to incorporate into her planning. Not all children are offered more tailored challenge to support their ongoing learning. The childminder adapts activities according to children's needs. For example, she introduces more simple counting for younger children. Children show their imagination as they make up stories during play. The childminder joins in and asks questions to further support their language skills and imagination. The childminder shares some information about the child's day with parents. She discusses their children's development and makes suggestions about how they can jointly provide appropriate

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Personal development, behaviour and welfare are good

Children enjoy their time with the childminder and parents comment positively that she is caring and kind. The childminder shows an interest in children's lives beyond the setting and talks to them about home and family life. Children learn about their community and develop a sense of belonging as they make visits to the school, the park and other groups where children attend. The childminder praises children often to support their self- confidence and self-esteem. Children follow the childminder's instructions and are keen to tidy away toys, which helps them to develop a sense of responsibility. Children are confident and are regularly given choices in their play and the food they eat. This helps them to feel valued and respected.

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Outcomes for children require improvement

Children develop their social skills as they play alongside others and, generally, engage well in the activities the childminder provides. However, not all children receive targeted and highly effective interventions when necessary to help them to progress well in key skills, such as language and communication. Children are not always best prepared for the next stage in their learning, such as school.

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Setting details

Unique reference number EY334106 Local authority Suffolk Inspection number 1044510 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 25 November 2014

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Telephone number

The childminder was registered in 2006 and lives in Bury St Edmunds. She operates all year round from 8am 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

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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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