Childminder EY380887

Inspection date

Previous inspection date 2 August 2016 13 January 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:

 Assessments of children's learning are not yet rigorous enough. The childminder does not always accurately identify children's stage of development or where they most need support.  The childminder does not identify clear next steps for children's learning to build on their existing skills. This means she misses opportunities to plan challenging activities tailored to children's individual learning needs and interests to maximise their progress.  The childminder misses opportunities for children to hear and copy words. This means that, at times, children's vocabulary and sentence building are not extended and their communication development is not fostered to the highest level possible.  The qualified childminder does not reflect on her provision and practice effectively to identify where all improvements need to be made to raise the quality of the provision.

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It has the following strengths

 Children develop strong emotional attachments to the childminder. The childminder is kind, caring and supportive. This helps children feel safe, confident and settled.  Children feel secure and move around the childminder's home and garden with confidence. The childminder provides a suitable range of resources and toys that children enjoy and they are confident in making choices in what they play with.  Children are safe in the childminder's home. Her home is secure, welcoming and well presented. The childminder carries out thorough risk assessments of her home and provides close supervision of children during activities.

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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

 improve the use of assessments to accurately identify where children are in their development and use this information to clearly recognise where they most need support 22/08/2016

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Due Date

 identify clear individual next steps in children's learning and use these to shape future challenging learning activities that help children make good or better progress. 22/08/2016

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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

 strengthen the teaching methods used to help children's speech and sentence building, in order to expand their vocabulary to develop their communication and language skills  implement processes for self-evaluation to identify and ensure improvements are consistently applied to improve outcomes for children over a sustained period of time.

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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 observed the childminder's interaction with children and spoke to her throughout the inspection.  The inspector had a tour of the areas used for childminding. She also completed a joint observation with the childminder.  The inspector checked evidence of the childminder's qualifications and training certificates, including evidence of her suitability and the suitability of all people living on the premises.  The inspector looked at a range of documentation, such as policies and procedures, including the safeguarding policy, risk assessments and children's learning and assessment records.  The inspector took account of the views of parents through their written feedback.

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Effectiveness of the leadership and management requires improvement

The childminder does not fully reflect on and evaluate her practice to help drive all improvements forward. There are weaknesses in assessing children's learning and using the information gained from these assessments to inform her planning. She does not monitor children's progress accurately or plan suitably challenging activities that support the next steps in their learning. The childminder has made some improvements since her last inspection. She completes regular observations on children's learning. However, these are not good enough to raise the quality of her provision. Safeguarding is effective. The childminder has completed safeguarding training. She is aware of her responsibility to protect children from abuse and neglect. Partnerships with parents are positive. The childminder regularly seeks the views of parents in written feedback. Parents are complimentary and feel their children are safe and well cared for. The childminder has

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Effectiveness of the leadership and management requires improvement

some understanding of working with other settings to support children's learning.

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Quality of teaching, learning and assessment requires improvement

The childminder, generally, understands child development. She undertakes observations of children's play but does not use these to effectively plan for their future learning or identify any emerging gaps in their development. Activities, sometimes, lack challenge. This means children are not sufficiently stimulated to make good progress in their learning. The childminder's quality of teaching is variable. She supports young children as she engages in their play. The childminder models skills and demonstrates actions. She introduces new tools and equipment to support play further. Children have fun filing and emptying different containers. The childminder promotes mathematical understanding through encouraging counting. However, she misses valuable opportunities to support children's speech and sentence building. For example, by providing a narrative of what children are doing and consistently encouraging them to repeat words.

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Personal development, behaviour and welfare require improvement

The childminder gathers a range of information from parents when children first start. She uses this information to ensure children's personal routines and likes are respected. This helps children to settle quickly. The childminder supports children to develop personal independence and manage tasks for themselves. For example, she encourages younger children to feed themselves. However, the lack of communication, at times, means children's interests are not fully supported. Children have many opportunities for play and exercise outdoors in the fresh air, promoting their physical development.

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Outcomes for children require improvement

Children are not making good enough progress. Nevertheless, they are developing some of the basic skills to support their readiness for school. For example, they are developing confidence in their environment through routines and self-chosen play. They build positive relationships. They play cooperatively, promoting their social skills. However, assessments and planning for children's next stage in their learning require improvement. Children are not always consistently challenged and motivated enough to help them make good continual progress in all the areas of learning.

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Setting details

Unique reference number EY380887 Local authority York Inspection number 1044795 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 13 January 2015

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Telephone number

The childminder was registered in 2008. She operates all year round from 8am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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