Childminder EY396502

Inspection date

Previous inspection date 14 July 2016 12 December 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 childminder does not have effective strategies in place to manage children's unwanted behaviour or to support their understanding of emotions and feelings.  The childminder has not yet built partnerships with other early years providers to support children's move on to nursery or school. This has a direct impact on their future progress and continuous development.  The childminder does not use effective tracking strategies. This means there are gaps in children's learning and progress is not moving forward quickly enough. The childminder does not support all children's language development.  Self-evaluation is not robust enough to identify weaknesses or provide the childminder with a focus to bring about change to her practice. She does not seek the views of parents or children to support this.  The childminder does not organise her environment effectively enough, which has an impact on the space children have to learn and explore in.

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It has the following strengths

 The childminder has taken steps to address actions raised at her last inspection. She now observes children more effectively.  The childminder has strong relationships with children. She knows them well and has built up good knowledge about their likes, dislikes and what interests them. They are happy and well settled in her care and eager to play with and alongside her.

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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

 develop systems to promote more positive behaviour which allow children to explore their feelings and emotions 18/08/2016

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Due Date

 ensure partnerships with other early years providers fully support children's ongoing developmental needs and offer a continuous approach to their learning 12/08/2016

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Due Date

 develop tracking systems further to ensure gaps in children's learning are quickly identified and addressed 05/08/2016

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Due Date

 ensure effective strategies are in place to support children's communication and language acquisition. 05/08/2016

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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

 develop self-evaluation procedures that identify priorities for improvements and seek the views of children and parents to support the drive for developing practice  review the organisation of the environment and allow space in which children can develop their emerging skills.

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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 the morning's activities with the childminder and discussed her practice.  The inspector looked at relevant documentation, such as policies and procedures, children's portfolios and evidence of the suitability of adults living in the home.  The inspector spoke to the childminder and children at appropriate times during the inspection and viewed the areas of the home used for childminding.

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Effectiveness of the leadership and management requires improvement

The monitoring of all children's progress is not sharply focused to ensure gaps in learning are identified quickly. Self-evaluation is weak. It is not reflective enough to bring about change in order to improve children's learning and development. The childminder does not seek the views of parents and children to support future improvements. Partnerships with other early years providers have not yet been established. This means the childminder cannot offer a consistent approach to learning across settings. That said, the childminder does complete the required progress check for children between the ages of two and three years. The arrangements for safeguarding are effective. The childminder has updated her knowledge of child protection and safeguarding by completing a course. She is aware of the signs and symptoms of abuse and neglect. Risk assessments are also in place to support children's safety in the home and on outings.

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Quality of teaching, learning and assessment requires improvement

The childminder is not fully effective in helping young children, and those who have English as a second language, to develop their language skills. The opportunity to move freely around the setting is disrupted by the volume of resources that are left on the floor. This restricts the space for children to play and explore in. The childminder provides a range of resources for the children to play with. They are easily accessible and interesting to them. Younger children learn how to walk and support themselves on furniture. The childminder encourages the development of this skill by offering praise and encouragement. Children enjoy reading books, making sounds and looking at pictures. Interesting objects are pointed out and older children talk enthusiastically about what they see. Children's mathematical development is supported adequately. The childminder uses words, such as bigger and taller, to encourage children's early thinking and logic when

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Quality of teaching, learning and assessment requires improvement

building towers. Colours and numbers are also discussed during activities to help support early mathematical skills.

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Personal development, behaviour and welfare require improvement

Children's behaviour, on occasions, can be challenging. They become upset and frustrated easily which results in unwanted behaviours being displayed. Children are mainly happy and well settled with the childminder. They have developed close bonds and enjoy her company. Children have the opportunity to experience daily exercise and fresh air and enjoy visits to local parks and playgroups. This also helps support development of their social skills. Children are familiar with routines, such as washing their hands before meals. Children learn about healthy foods, their knowledge of this is supported by growing their own fruit and vegetables before using them for snacks. The childminder offers lots of encouragement and positive reinforcement.

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Outcomes for children require improvement

Young children are not making the best progress possible. The childminder does not effectively support their developing communication skills. Children are beginning to acquire some of the skills needed for the future. They are confident learners who enjoy interacting with visitors and engaging in activities.

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Setting details

Unique reference number EY396502 Local authority Tameside Inspection number 1036921 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 12 December 2012

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Telephone number

The childminder was registered in 2009 and lives in Ashton-under-Lyne. She operates all year round from 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 2 and supports children who have English as an additional language.

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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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