Childminder in Doncaster

Inspection date

Previous inspection date 27 July 2016 4 March 2015

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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:

 The childminder does not assess children's progress regularly enough to accurately reflect their current achievements and next steps in learning. Children do not always experience tailored activities that help them to make the best possible progress.  The childminder has not put successful arrangements in place to accurately assess what children who speak English as an additional language know and can do when they first start. She does not involve parents in the assessment progress to help her understand children's abilities.  The childminder does not share enough information with the other settings that some children attend to ensure there is consistency in their care and learning.  The childminder does not accurately identify areas of weakness in her practice.

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It has the following strengths

 Children have ample opportunity to play outside and get plenty of fresh air. They enjoy trips to the lake to feed the ducks. Children make dens in the local woods and explore nature. They are learning about their local community.  The childminder creates a welcoming and friendly environment. Children laugh and giggle in their self-chosen play. They show how they have developed secure relationships with the childminder and feel safe in her care.  Children celebrate a range of festivals, such as Eid. They are learning about different cultures and traditions.

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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

 assess children's progress in a timely way, and use the information to plan challenging and sharply focused learning experiences which reflect accurately what children need to learn next 30/09/2016

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Due Date

 develop more effective partnerships with parents of children who speak English as an additional language, in order to accurately assess children's skills 30/09/2016

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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

 give parents the encouragement they need to be more involved in their children's learning and to share information about what their children can already do  build stronger partnerships with other settings children attend to promote better information sharing and a more consistent approach to children's care and learning  develop more accurate arrangements for evaluating the quality of teaching and learning in order to drive improvement.

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Inspection activities

 The inspector observed activities in the main playroom and outside.  The inspector conducted a joint observation with the childminder.  The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector looked at children's assessment records.  The inspector checked evidence of suitability of all household members and the childminder's qualifications. She also discussed with the childminder how she reflects on her practice to make improvements.  The inspector took account of parents' views on the quality of the provision.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder is aware of the signs and symptoms of abuse. She knows how to report concerns in order to protect children. Relationships with some parents, particularly those with children who speak English as an additional language, have not been fully established. The childminder does not gain enough information about all children's skills on entry to help her assess their starting points as accurately as possible. Partnerships with schools that children attend have not been fully established. The childminder does not share enough information with them to ensure there is continuity for children's care and learning. She takes some steps to improve her practice. For example, the childminder has attended training to improve her knowledge of how to promote learning through outdoor play. However, she is not making the best use of self-evaluation to improve outcomes for children and address areas of her

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Quality of teaching, learning and assessment requires improvement

The childminder demonstrates some awareness of children's progress. She generally identifies what children need to learn next, such as the need to promote their early writing skills in readiness for their move to school. However, she does not monitor children's progress in a timely way. Planning is not always tailored to meet children's individual learning needs. The childminder does not routinely organise activities to build on children's current skills, so her teaching lacks focus. She appropriately encourages children to learn about the world. The childminder reads a story about growing seeds. She gives children a piece of paper and some stickers to make a greenhouse. Children have a go at using scissors safely. However, they quickly lose interest and go off to take part in play of their choice because the activity does not provide sufficient challenge to keep them engaged in their learning.

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Personal development, behaviour and welfare require improvement

The childminder's weak understanding of the assessment procedures and her lack of focused teaching affect her overall ability to help children achieve their full potential. However, children do have opportunities to be physically active. They enjoy playing on the slide and running around in the childminder's garden. Children's behaviour is managed well. They attend groups where the childminder helps them to learn how to play cooperatively and mix socially with others. This helps children to build confidence and positive relationships with their peers and prepares them emotionally for the wider social network of school. The childminder supports children to learn good hygiene practices. She reminds them to wash their hands before eating and after using the toilet.

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Outcomes for children require improvement

Weaknesses in assessment and teaching mean that children, including those who speak English as an additional language, are not supported well enough to make good progress. However, children are learning some skills they will need for their future education. Children show an interest in the characters, illustrations and words in books. They sing songs and show how they can listen, copy actions and follow instructions.

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Setting details

Unique reference number EY276626 Local authority Doncaster Inspection number 1050848 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 9 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 4 March 2015

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Telephone number

The childminder was registered in 2004 and lives in Doncaster. She 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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