Childminder EY476040

Inspection date

Previous inspection date 4 August 2016 Not applicable

p.1

3

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

p.1

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

 The childminder does not use her assessments of children's development to plan purposeful learning experiences. This means that children do not benefit from targeted activities that help them to make the best possible progress in all areas of learning.  The childminder's plans for professional development do not focus enough on improving the quality of teaching.  The childminder provides some support for children during their play. However, she does not always recognise their independent investigations or provide resources to enhance their experiences. As a result, she does not capture their emerging interests and stimulate them to learn more.  Children have few opportunities to learn about other people, the wider community or the world.

p.1

It has the following strengths

 The childminder promotes children's early reading skills. She shares favourite books with them. She encourages them to pronounce words correctly and to build sentences.  The childminder implements good hygiene routines. Children develop their understanding of personal care routines from an early age. Their independence in self- care is promoted in readiness for the eventual move to school.  Children have caring relationships with the childminder. They meet up with other childminders and their children. This gives them the opportunity to develop friendships.

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

 use the observations of children's development to devise educational programmes that take into account their interests and skills, so that each area of learning is promoted through purposeful play that challenges children and stimulates them to learn and make good progress 01/09/2016

p.2

Due Date

 ensure appropriate resources are available to support and enhance children's play and that each child's emerging interests are promoted. 01/09/2016

p.2

Due Date

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

p.2

Due Date

 make sure that professional development opportunities focus on improving the quality of teaching, so that children benefit from high-quality learning experiences  help children to develop an understanding of diversity through a range of activities that teaches them effectively about people, their community and the wider world.

p.2

Inspection activities

 The inspector observed activities in the childminder's home both inside and in the garden.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector took account of the views of parents from the childminder's review of her practice.  The inspector looked at children's records, a range of other documentation, including policies and procedures, and discussed planning.

p.2

Effectiveness of the leadership and management requires improvement

The childminder completes assessments of children's progress and shares them with parents. She has a secure understanding of children's skills and preferences for learning. However, she does not use the information to tailor planning to each individual child's needs. As a result, learning experiences provided do not consistently meet different children's needs or aspirations. The childminder reviews her practice and has identified some areas for improvement. However, professional development does not sufficiently focus on improving the quality of teaching and outcomes for children. She seeks the views of parents and their comments about her service are positive. Safeguarding is effective. The childminder has a good understanding of current child protection matters.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder is not always perceptive to children's independent investigations and things that capture their interest. Consequently, she does not promote those interests and make the best possible use of resources to enhance their play. This means children sometimes lack stimulation and are not inspired to learn more. The childminder promotes children's communication and language skills. She chats to them during their play and asks them some questions, helping them to share their ideas. For example, she encourages them to think about how they might decorate the sandcastle they have made. The childminder supports their understanding of early mathematics. She encourages them to count and make comparisons in size.

p.3

Personal development, behaviour and welfare require improvement

Children have too few opportunities to learn about the diversity of their community, the wider world and other people. Children settle well and demonstrate secure relationships with the childminder. The childminder encourages children to make healthy choices about the food they eat. They play outside and enjoy nature walks where they look at the changing seasons. They learn to stay safe around water and manage risks as they use large-play equipment in the local park.

p.3

Outcomes for children require improvement

Children are not supported to make the best possible progress from their starting points because activities do not consistently target individual needs or challenge them to learn more. Nevertheless, children develop early writing skills as they begin to use a variety of tools and media to make marks and patterns. They behave well and develop their understanding of what is and is not acceptable behaviour. Children become independent in managing their own personal needs. They develop their social skills as they learn to share and use good manners. This means they are developing some of the skills they need for their future learning.

p.3

Setting details

Unique reference number EY476040 Local authority Wakefield Inspection number 965826 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 2 Total number of places 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2014 and lives in the Wrenthorpe area of Wakefield. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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