Childminder EY444711

Inspection date

Previous inspection date 5 July 2016 27 September 2012

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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 assessment of children's starting points is not robust. The childminder has not sought information from parents and other settings that children attend to fully understand children's prior achievements. Initial assessments are not completed in a timely manner.  The childminder does not consider the different ways in which children learn when she observes them and plans activities.  Children who prefer to learn outside are not fully supported. Outdoor learning opportunities are limited and focus too much on children's physical development.  Self-evaluation is still in its infancy. The childminder has not developed her evaluation of practice fully to include all weaknesses and recognise her strengths. She also has not sought the views of parents to find out what they think could be improved.

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It has the following strengths

 Children enjoy coming to this welcoming home. They are happy to see the childminder and separate from their parents with ease.  The environment has been developed to provide children with areas to relax and look at books quietly without being disturbed by others.  Resources and toys inside are well organised, enabling children to make independent choices about what they want to play with.  Children's developing concentration and attention span are being supported well by the childminder. During adult-led times, the choice of activities is limited, which helps children to concentrate and finish the activities set for them to complete.

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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

 ensure children's starting points are identified swiftly using information from parents and other settings that children attend, in order to fully reflect children's prior skills and knowledge 05/08/2016

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Due Date

 ensure ongoing assessment and observations of children include children's learning styles so that this information can be used to further promote the different ways in which children learn. 05/09/2016

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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

 broaden children's opportunities to learn outside by providing a wider range of activities that covers all areas of children's development  enhance self-evaluation by seeking the views of parents and identifying all strengths and weaknesses, in order to ensure improvements are successfully achieved and sustained.

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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 evaluated an activity with the childminder.  The inspector spoke with the childminder throughout the inspection. He looked at relevant documentation, such as self-evaluation, children's learning records and evidence of the suitability of those living on the premises.  The inspector viewed parent testimonials and took account of their views.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder updates her child protection training regularly. This enhances her knowledge of local procedures and her ability to report possible abuse or neglect of children. The childminder has started to identify some areas for development. She has sought advice from her local authority advisor on how to improve and she has met some of the actions set by the advisor. However, action taken to improve is not rapid enough and not all weaknesses have been identified successfully. Partnership working is developing. The childminder is aware of agencies working with children who have special educational needs or disability and other settings that children attend. She discusses some aspects of children's progress with parents. However, this does not include children's prior skills and knowledge, in order to accurately assess their starting points.

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Quality of teaching, learning and assessment requires improvement

Monitoring of children's learning has been developed well through the implementation of a new monitoring system. This enables the childminder to identify gaps in children's learning. However, this does not identify how children learn. As a result, teaching does not fully promote children's engagement, motivation and critical-thinking skills. The childminder observes children to identify their interests. She also asks parents about children's interests, in order to include these in her planning. The activities provided inside the house are broad and children find them interesting. For example, children's interests in pirates and firefighters are developed through craft activities.

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Personal development, behaviour and welfare require improvement

The childminder sets out strict boundaries for children to follow and adhere to, helping them to be well behaved. Children who are new to the setting settle quickly as they get to know the childminder and become familiar with her home through settling-in visits. The childminder goes on regular walks with children and visits to the local park which help children to exercise. However, other outdoor learning opportunities generally focus on children accessing toys, such as bicycles. This promotes children's physical development, but does not fully support those children who prefer to learn outside as activities do not cover all areas of their development. Independence and self-care are promoted well by the childminder. She makes going to the toilet fun for children as she supports toilet training in preparation for them starting school. Transitions to school are supported through regular visits to the school.

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Outcomes for children require improvement

Children do not yet show high levels of engagement and motivation as teaching does not reflect the best way that individual children learn. Children are taught some basic skills, in order to prepare them for their eventual move to school. They are beginning to recall some number names, recognise colours, and draw lines and circles with some control. However, children's starting points are not established, so the childminder does not form a precise view of the progress individual children are making. Despite this, children are demonstrating that they are making some progress in their development.

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Setting details

Unique reference number EY444711 Local authority Cheshire West and Chester Inspection number 1037176 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 27 September 2012

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Telephone number

The childminder was registered in 2012 and lives in Ellesmere Port, Cheshire. She operates all year round from 7.30am to 8.30pm, Monday to Sunday, except for family holidays. The childminder cares for children who have special educational needs or a disability.

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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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