Childminder EY258859

Inspection date

Previous inspection date 5 October 2016 3 May 2016

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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 Good 2

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Outcomes for children Requires improvement

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

 The childminder does not make consistent use of her observations and identified next steps in learning to help children make good progress.  The childminder has yet to explore even further successful ways to guide parents, so that a shared approach to children's learning is fully embraced.  The childminder has not yet explored professional training opportunities, in order to further develop her practice.  The childminder has not fully considered the organisation of available resources, to further build on children's ideas as they play.

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It has the following strengths

 The childminder is a positive role model for children. She encourages good manners and has clear expectations of children's behaviour. Children behave well and learn to share and play cooperatively with one another.  Children play in a welcoming, family environment where their well-being is effectively promoted by the childminder. This helps children to feel safe, secure and valued.  Children are clear and confident talkers who listen carefully to the childminder. The childminder extends their listening and speaking skills by asking appropriate questions and introducing new words.

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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

 improve the use of observations and next steps for individual children's learning and development, in order to help children to make at least good progress. 27/10/2016

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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

 explore more successful ways to involve parents actively in their children's learning at home  engage in available continuous professional development opportunities, to extend understanding of current good practice  consider further the organisation of resources, in order to help children build on their ideas even more during self-chosen play opportunities.

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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 completed a joint observation with the childminder.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at children's assessment records, the planning and a range of other documentation, including policies and procedures and the childminder's self- evaluation form.  The inspector looked at evidence of the suitability of the childminder and other adults living in the home.

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Effectiveness of the leadership and management requires improvement

The childminder has made some improvements since her last inspection. For example, risk assessments are in place to ensure that all potential hazards to children are minimised. The arrangements for safeguarding are effective. The childminder knows what to do and the procedures to follow should she have concerns for a child's welfare. The childminder develops positive relationships with parents. Successful settling-in visits ensure she understands children's personal care needs prior to them starting. This effectively supports continuity in the children's care and development. However, the childminder has yet to explore further ways to guide parents so that a shared approach to learning benefits children. The childminder keeps up to date with mandatory training, such as paediatric first aid. However, she places less focus on developing her childcare knowledge and teaching skills.

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Quality of teaching, learning and assessment requires improvement

The childminder has begun to observe children and to check their progress against the typical levels of development expected for their age. Children do not yet make good progress. This is because the childminder does not use the observations she makes of children's learning to plan appropriate and challenging next steps. Children enjoy their time at the childminder's home and she ensures toys accessible to them reflect their interests. For example, children play with dolls and prams. They show care and attention as they bath the dolls and help to dress them. Children have good imaginations and engage in lots of dialogue with each other. They work together to find treasure and question where Captain Hook may be hiding this. They pack their bags and decide together where to camp, using a cat toy to catch pretend fishes to eat. At times, the childminder offers ideas and helps to draw a map to aid their search.

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Personal development, behaviour and welfare are good

Children are confident and happy in the childminders home. This is reflected by the positive relationships in place with the childminder and their peers. Children confidently converse with visitors. They are well supported to develop independence in taking care of their own needs. They help themselves to tissues and manage their personal care needs well. Children's health is supported through daily access to the outdoors, both in the childminder's garden and local parks. The childminder ensures children play safely through thorough supervision and guidance. The childminder uses the local community well, such as toddler groups and the library, to extend children's learning. This helps children to build relationships with others and to develop their social skills in readiness for school.

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Outcomes for children require improvement

Children do not yet make good progress. However, they are gaining some skills needed to help them prepare for their future learning. For example, they talk about time and ask questions about this. They learn about and recognise colours during snack time and when looking through books. Simple mathematics is supported as they sing rhymes and count steps.

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Setting details

Unique reference number EY258859 Local authority Leicestershire Inspection number 1052770 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 15

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Telephone number

The childminder was registered in 2003 and lives in Fleckney, Leicestershire. She operates all year round and from 7.30am to 5.30pm on 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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