Childminder 254882

Inspection date

Previous inspection date 6 October 2016 19 January 2016

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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's observations of children's learning and development do not enable her to monitor their ongoing progress well. She does not always plan challenging activities based on children's next steps in learning to help them make good progress.  The childminder has not developed partnerships with other settings children attend, in order to create a complementary approach and share information about their next steps in learning and progress.  Parents are not encouraged to share information about what children already know and can do when they first attend the setting. This means the childminder does not have enough information to accurately plan for children's learning from the start.  The childminder does not always make the best use of all opportunities to extend children's mathematical development to the next level.  Self-evaluation is not robust enough to ensure that the childminder identifies her

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

training needs or to focus on improving outcomes for children.

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It has the following strengths

 The childminder provides a warm, welcoming and stimulating environment. Children form close attachments with the caring childminder and build strong friendships with other children.  The childminder thinks carefully about keeping children safe. She checks the environment frequently for hazards, whether at home or on outings, to minimise and address any risks.

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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 that information from observations is used more accurately to assess and monitor each child's ongoing levels of achievement and to plan their individual learning experiences so that they make good progress 06/01/2017

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Due Date

 establish effective partnerships with other providers, in order to share information regarding children's progress and their next steps in learning. 23/12/2016

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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

 improve the information gathered from parents on entry to the setting to more accurately assess children's initial starting points and plan activities that build upon what they already know and can do  increase children's understanding of mathematics to enhance their learning experiences  improve self-evaluation to focus on teaching and learning and to enable identification of training needs.

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Inspection activities

 The inspector had a tour of the premises and viewed resources with the childminder.  The inspector discussed the self-evaluation process with the childminder.  The inspector carried out a joint observation with the childminder.  The inspector looked at a range of documentation, including policies and procedures, risk assessments and children's learning and assessment records.  The inspector observed the interaction between the childminder and children during child-led and planned activities.  The inspector held discussions with parents and took account of their views.  The inspector looked at evidence of the childminder's suitability and qualifications.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Effectiveness of the leadership and management requires improvement

The childminder has made some improvements since her last inspection. However, these have not been good enough to raise the quality of her provision. She uses self-evaluation to identify areas within the provision that she wants to improve. However, she does not always address these effectively. Training and professional development opportunities are not used to drive improvement that will enhance children's learning experiences and improve the quality of teaching. The childminder has less well-established systems in place to check and review her implementation of the learning and development requirements to ensure that she provides sufficient challenges to promote children's learning effectively. However, the childminder has identified that she needs further training in this area. The arrangements for safeguarding are effective. The childminder is secure in her knowledge of how to deal with any concerns regarding a child in her care. Risk assessments cover all

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Effectiveness of the leadership and management requires improvement

aspects of the childminder's provision, including activities undertaken outside the home.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. The childminder observes children, which helps her identify some aspects of children's progress. If she has concerns about a child's progress, she takes action to narrow some of the gaps in children's learning. The childminder understands how children learn and has an understanding of child development. However, information gathered from parents on entry is not sufficient to help accurately identify children's skills and abilities when they first start. The childminder engages children, models how to use some equipment and offers support and advice. Overall, she plans activities she knows children will enjoy and gain some learning from. For example, children enjoy a threading activity and have fun playing a matching game.

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Personal development, behaviour and welfare require improvement

Children attend other early years provisions and have shared care. However, the childminder has not established strong partnerships with other providers to exchange information about children's next steps in learning and progress. Children learn about the importance of appropriate hygiene routines. They benefit from healthy snacks and meals and are encouraged to try new foods. Children enjoy spending time in the outdoor area. The childminder promotes children's physical skills according to their ages and stages of development. She does this through a wide variety of interesting and challenging experiences, including outings in the local community. Children are happy and settled and their behaviour is appropriate for their age. The childminder is a positive role model. Children learn to share and take turns through play. They receive lots of praise and encouragement, which helps support their developing confidence and self-esteem. The

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Personal development, behaviour and welfare require improvement

childminder receives complimentary feedback about the care she provides.

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Outcomes for children require improvement

Children are making some progress. They show positive attitudes to learning and are acquiring some key skills in readiness for school. They are developing confidence in their environment through routines and self-chosen play. However, the quality of teaching and assessment requires improvement so that children can make good, or better, progress.

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Setting details

Unique reference number 254882 Local authority Nottingham City Inspection number 1058073 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 4 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 19 January 2016

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Telephone number

The childminder was registered in 1999 and lives in Nottingham. She operates all year round from 6am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds a recognised early years qualification at level 3.

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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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