Childminder EY483177

Inspection date

Previous inspection date 18 August 2016 Not applicable

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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 is not fully aware of local safeguarding procedures. Additionally, the outdoor area has not been thoroughly risk assessed to ensure that all potential hazards have been removed.  The childminder is not establishing clear starting points for children or monitoring their development at regular intervals. This makes it difficult to plan activities which are well matched to their needs or to see how much progress children are making.  The environment has a small range of activities and resources for children to access. Consequently, children are not always interested or motivated to join in.  The childminder has not kept her knowledge completely up to date regarding recent policies and practice in the early years foundation stage.  The childminder does not consistently use the views of parents and children when reflecting upon what could be improved at the setting. Changes made are not always

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

evaluated to show what impact they have had on children.

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It has the following strengths

 The childminder takes time to support children starting at the setting. She works closely with parents to support children's care needs well.  Children are able to follow their own ideas in play and practise doing things by themselves. For example, persevering to open and close lids on the play dough pots.  The childminder has developed relationships with other childminders and attends children's groups in the local area.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 gain knowledge of the local safeguarding board procedures and ensure that these are reflected in the safeguarding procedure for the setting 31/08/2016

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Due Date

 ensure that risk assessments are completed and take all reasonable steps to remove, minimise and manage risks, particularly in the outdoor area 31/08/2016

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Due Date

 gather information about children's starting points and assess children's learning regularly, to identify what they need to learn next and plan activities which support children to make good progress. 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

 create a stimulating environment that offers a broad range of activities to interest and motivate children to learn  improve knowledge of current policies and practice in the early years foundation stage and target professional development opportunities to help raise the overall quality of the setting  gather the views of parents and children when reflecting on the effectiveness of the setting and use these to help identify priorities for improvement, evaluating the impact of any changes made on children's learning and development.

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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 completed a joint observation with the childminder and held discussions at appropriate times during the inspection.  The inspector looked at relevant documentation, such as a selection of policies and procedures, children's personal files and the childminder's training records.

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Effectiveness of the leadership and management requires improvement

Arrangements for safeguarding are effective. The childminder has suitable knowledge of child protection issues. However, she does not have information from her local safeguarding board to fully inform her procedures for passing on any concerns about the welfare of a child in her care. The indoor area provides a safe and welcoming environment for children. However, the outdoor area has not been thoroughly checked to identify and remove any possible hazards. For example, there is a ladder stored against the wall which could fall over. The childminder attends some professional development opportunities to further her knowledge. However, she has not kept up to date with current early years policies and practice. She reflects on the effectiveness of her setting to identify some areas for improvement. However, she is not gathering the views of parents and children to support this process or evaluating the impact of any changes made.

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Quality of teaching, learning and assessment requires improvement

Parents are kept informed about their child's day through daily discussions and the sharing of photographs. However, the childminder does not gather detailed information from parents about children's learning and development when they first start at the setting. She observes children while they play and can describe the activities they have completed. However, she does not consistently assess what children have learnt or the progress they have made overall. The childminder supports young children to learn new words and develop their communication skills. For example, while exploring the play dough they roll the dough into a round shape and the childminder says, 'Ball', encouraging the child to copy and repeat the word. Children enjoy making marks with a pen on a wipe board. This helps to promote some literacy skills in readiness for school.

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Personal development, behaviour and welfare require improvement

The childminder has developed good relationships with children. They settle quickly in the provision and are happy and calm. The childminder works in partnership with parents to follow their wishes and routines regarding care needs, such as sleeping arrangements. This helps to promote children's emotional well-being and self-esteem. Children generally behave well. They listen to instructions from the childminder and follow them with support. There are opportunities for children to develop their physical skills. For example, they attempt to ride scooters and bikes and chalk on the floor outdoors. They also enjoy regular trips to the parks, soft-play areas and children's groups in the local community. However, there is not a broad enough range of activities and resources on offer to fully support and extend children's learning through play.

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Outcomes for children require improvement

The childminder does not capture children's stage of development clearly enough when they first start. Children make some progress in their learning and development. However, this is not assessed securely to ensure any gaps in their learning are quickly recognised and closed, helping children to make good progress. Children make friendships and start to learn how to cooperate with others.

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Setting details

Unique reference number EY483177 Local authority Tameside Inspection number 1000466 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 1 Total number of places 3 Number of children on roll 1

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Ashton-Under-Lyne, Manchester. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for 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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