Childminder EY152435

Inspection date

Previous inspection date 3 November 2016 13 November 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 monitoring of children's progress is not effective. The childminder is not fully aware of where all children are in their development to help them progress.  Activities are not planned that are sharply focused on what children need to learn next to help them make good progress in all areas of learning.  The childminder does not involve parents sufficiently in assessing the progress children make. She does not seek enough information about what children are achieving at home, to help her establish very precisely what children know, understand and can do.

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It has the following strengths

 Children are happy and content. The childminder treats them with warmth, consideration and kindness, promoting their well-being and sense of security.  The childminder works well to ensure children are supported to develop skills in language and communication.  Children's personal, social and emotional development are given high priority by the childminder. She appropriately praises them for their efforts and achievements, which supports their confidence and self-esteem.  The childminder provides an inclusive environment for children to learn and accept the differences and similarities of other people. From an early age children learn to be kind to one another, take turns and share toys.  The childminder has a secure understanding of her safeguarding policies and procedures. She knows the indicators when a child is at risk of harm and has relevant contact information to hand should she need to make a safeguarding referral.

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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 assessment arrangements to provide an accurate understanding of children's progress and to identify any gaps in their development across all areas of learning 15/12/2016

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Due Date

 plan activities and experiences as part of a rich and varied learning environment which build on what children need to learn next. 15/12/2016

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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

 explore more ways to help parents to share information about what children are achieving at home in order to plan more precisely for children's learning.

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Inspection activities

 The inspector looked at the areas of the home used by children.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector held discussions with the childminder and spoke to children at appropriate times throughout the inspection.  The inspector looked at children's assessment records and a range of other documentation, including policies and procedures.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder has suitable knowledge of local safeguarding procedures and keeps up to date with changes in legislation to protect children. The childminder undertakes regular training and reviews her practice to ensure that all health and safety requirements and procedures are in place. Parental feedback is positive, commenting on the care and support the childminder provides. The childminder carries out observations of children's learning, but children's overall progress is not monitored on a regular basis to ensure that any gaps in learning are identified as quickly as possible.

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Quality of teaching, learning and assessment requires improvement

The childminder promotes children's language skills well. She introduces and models new words and simple sentences to support children's speaking skills. She asks questions as they play and encourages them to recall things that have happened at home. Babies' emerging language is positively responded to. The childminder develops children's colour recognition and counting skills. Children name colours as they move beads on a frame and they identify shapes that match. Children learn to use technology with a purpose, selecting different buttons to make a toy play their favourite sounds. The childminder generally understands how to support children's learning and development. However, she does not use her assessments well enough to provide experiences that fully support children's learning. At times, the childminder does not ensure that older children are provided with sufficient challenge and engaged in a range of appropriate activities to

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Personal development, behaviour and welfare require improvement

The childminder is attentive to children's individual needs and talks confidently about their unique characteristics. She knows the children well because she obtains information from parents about children's starting points on entry. The childminder records children's likes, dislikes and routines when they first join her and settling-in procedures ensure that families and children have time to get to know the childminder. However, the childminder does not have systems in place to help parents to regularly share what their children are achieving at home. The childminder uses opportunities during activities to teach children to tolerate each other. As they play she talks to older children about the differing needs of younger children. She provides clear guidance to help children manage their behaviour. Children enjoy daily outings to school and to local parks with the childminder. The childminder makes effective use of opportunities in the wider community to support

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Personal development, behaviour and welfare require improvement

children in becoming more confident around other children and adults.

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Outcomes for children require improvement

Children are self-motivated and sociable. They are not making good enough progress in their learning, although they are mostly working within the range of development expected for their age. The childminder has identified key skills, such as independence and communication, as areas to focus on when children are getting ready to move on to school. They gain the basic skills to support their readiness for school.

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Setting details

Unique reference number EY152435 Local authority Wolverhampton Inspection number 1044476 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 13 November 2014

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Telephone number

The childminder was registered in 2003 and lives in Wolverhampton. She operates all year round from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2.

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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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