Childminder EY433369

Inspection date

Previous inspection date 15 September 2016 19 February 2014

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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:

 The childminder has not addressed the actions for improvement raised at the last inspection swiftly enough. Systems for planning and assessment are in their infancy. They do not sufficiently support what children need to learn next in order to make good progress in their learning and development.  The childminder has not engaged parents from the onset of care, in their children's ongoing learning and assessment in the setting and at home.  The childminder has not established a targeted programme of professional development. This limits her ability to drive forward improvements and raise her knowledge of quality early years practice.  The childminder's system for self-evaluation is not robust enough. She is not consistently using the views of parents to reflect upon the effectiveness of the setting, to identify clear priorities and drive continual improvement.

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It has the following strengths

 Children benefit from close relationships with the childminder and their peers. They settle quickly and are happy to play with each other. This helps to support their emotional well-being and self-esteem.  The childminder effectively promotes children's independence. For example, they peel their own fruit at snack time, wash their own hands and make their own choices in play.  The childminder supports children to learn about colours and numbers through fun activities. This helps them to develop some key skills in preparation for nursery and school.

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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

 embed systems to observe and assess children's learning and development, to plan experiences which support children's stages of development and precise next steps in learning, to help them make good progress overall 11/11/2016

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Due Date

 gather more detailed information from parents about their child's learning and development when they first start and encourage them to contribute their own information to children's ongoing learning and assessment in the setting and at home. 28/10/2016

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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 a focused programme of professional development to target areas for improvement and continue to raise the quality of teaching and learning to a higher level  gather parents' views when evaluating the effectiveness of the provision and identify and act on areas for improvement quickly to drive forward continual improvement, monitoring the impact of any changes 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 assessment files and the childminder's training records.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder carries out daily risk assessments to help create a safe environment for children. She has a suitable knowledge of child protection issues and understands what action to take if concerned about the welfare of a child in her care. The childminder has started to monitor children's development at regular intervals. However, actions for improvement from the last inspection have not been fully addressed. For example, children's starting points in learning are not gathered with parents and observations do not have sufficient detail to identify what children need to learn next. The childminder identifies some strengths and weaknesses in her practice. However, she has not yet focused on the importance of her own continued professional development in order to raise standards further. The childminder is working with an advisory teacher to improve the quality of her service.

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Effectiveness of the leadership and management requires improvement

However, parents' views are not used as part of this process to drive forward changes.

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Quality of teaching, learning and assessment requires improvement

The childminder joins in children's play and asks questions to test their understanding. Children attempt to count the number of objects they have found, saying numbers in order. The childminder sensitively shows them how to count accurately, carefully saying one number as she touches each object. Children enjoy sorting objects by colours and talk about different shapes, such as a star. This helps children to develop key skills in preparation for their future. The childminder fosters children's communication well. For example, she praises their attempts at words and models the correct word clearly. She extends the language children use by repeating the words back as longer sentences. The childminder is starting to plan for children's individual needs. However, this is not fully effective due to limited assessment information. Parents are kept informed about their children's progress through verbal discussions and a photograph book. However, they are

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Quality of teaching, learning and assessment requires improvement

not encouraged to contribute their views to children's learning in the setting or at home.

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Personal development, behaviour and welfare require improvement

Children enjoy exploring toys and activities, both indoors and outdoors. For example, they explore the sounds that different instruments make and practise blowing and catching bubbles. However, activities are not always as well suited for younger children, which sometimes results in them losing interest and concentration. Children play with balls and chalk patterns on the floor. They go on walks in the local area to the lake and park. This helps to promote children's physical well-being. The childminder meets children's care needs, for example, keeping them calm and settled while changing their nappy. Children behave well and happily play alongside each other. The childminder praises children's achievements, for example, clapping and smiling as a younger child walks independently.

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Outcomes for children require improvement

Children make some progress in their learning and development. However, this is not assessed securely enough to ensure any gaps in their learning are quickly recognised and closed. Children learn how to communicate and cooperate with others. They grow in confidence and learn how to do things for themselves.

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Setting details

Unique reference number EY433369 Local authority Rochdale Inspection number 1043662 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 19 February 2014

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Telephone number

The childminder was registered in 2011 and lives in Littleborough, Rochdale. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and 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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