Childminder 225922

Inspection date

Previous inspection date 11 November 2016 22 October 2014

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Requires improvement Outcomes for children Inadequate 4

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This provision is inadequate

 The childminder has not taken any action to address the actions and recommendations raised at the last inspection.  The childminder does not gather information from parents about the starting points in their child's learning. Consequently, she is unaware of children's learning from the start of their placement.  Teaching is poor. The childminder does not use observations of children, in order to assess their abilities and identify their future learning needs. The childminder does not plan activities taking account of their individual needs. As a result, children do not make sufficient progress.  Self-evaluation is not effective in identifying key strengths and weaknesses. The childminder does not encourage meaningful involvement from parents and children, in order to enable the continuous improvement of the provision.  The childminder has not identified or considered professional development opportunities to help her to develop her provision and knowledge of the learning and

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It has the following strengths

 Children are settled and relaxed in the childminder's care. They have formed clear relationships and are comfortable with the daily routine.  Children develop their self-help skills. The childminder supports them as they develop independence when using the bathroom and when putting their coats on for outdoor play.

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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 ways to gather information from parents about what their child can already do when they first attend the setting and use this information to form the basis for accurate planning from the start 25/11/2016

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Due Date

 use information gained from observations of children as they play to shape and plan for the next steps in their learning 23/12/2016

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Due Date

 provide challenging and enjoyable learning experiences that take into account children's individual needs, interests and stages of development, to promote their good progress. 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

 use self-evaluation, including the views of parents and children, to identify and address the weaknesses in practice, and target professional development opportunities that help to raise outcomes for children.

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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 observed activities and discussed teaching methods with the childminder.  The inspector looked at relevant documentation, such as the suitability of adults in the home. The inspector discussed the use of self-evaluation.

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Effectiveness of the leadership and management is inadequate

The childminder has not made sufficient progress since her last inspection. She has not taken appropriate action to develop the learning opportunities for children to ensure that they all have the opportunity to make good progress. The childminder has not developed procedures to evaluate her provision or for gathering the views of parents and children about the service they receive. As a result, she has failed to recognise the significant weaknesses in her practice and identify professional learning opportunities to support her knowledge of the requirements and increase the quality of her teaching skills. The childminder has maintained her paediatric first-aid qualification. The arrangements for safeguarding are effective. The childminder is aware of the signs that indicate potential abuse and neglect and the course of action she will take to raise her concerns with the appropriate agencies. The childminder takes appropriate steps to ensure that the home

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Quality of teaching, learning and assessment is inadequate

Children have access to a suitable range of resources that are age-appropriate and maintain their interest. They make choices from the toys that are stored at a low level. The childminder talks to parents about the service she provides. However, she fails to gather information from parents at the start of their child's placement about their child's abilities and particular interests. As a result, the childminder is not aware of the starting points in their learning. The childminder does not use observations of children to develop an understanding of their particular learning styles. She is unable to demonstrate an understanding of where children are developmentally and how she is identifying and supporting them to reach the next steps in their learning. That said, children do make some progress despite the poor teaching. Children are comfortable in the childminder's care. They re-enact familiar events as they play with the role play equipment. They

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Quality of teaching, learning and assessment is inadequate

pretend to make food and drinks for themselves. Children chatter to each other as they play and the childminder engages in some conversations with them. However, she does not use these opportunities to enhance children's language and communication skills. For example, the childminder fails to engage and extend the conversation with children, as they talk to her about their paintings.

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Personal development, behaviour and welfare require improvement

Children access a variety of different toys each day. They make choices and ask the childminder for toys they would like that they cannot find. An example of this is when asking for more utensils when playing with the play kitchen. Children move between the rooms available to them and spend time watching the television. While children may be engaged in the television, this does not provide highly challenging learning opportunities or encourage positive social interaction with others. Children develop caring relationships with the childminder. She spends time getting to know each child during their gradual introduction into her home. Information about children's general care needs and routines are discussed with parents. Children spend time outdoors each day. They walk to and from school and visit parks. This enables them to develop their physical skills and be active. The childminder speaks calmly to children and supports them to develop an

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Personal development, behaviour and welfare require improvement

understanding of appropriate behaviour. Parents provide their children with packed lunches and the childminder provides appropriate snacks for the children which meet their individual dietary needs.

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Outcomes for children are inadequate

Children do not make sufficient progress in good preparation for future learning. Teaching is not targeted appropriately for individuals. However, they do develop some skills, such as using a variety of pencils and crayons to make marks. They are encouraged to play together, to share and take turns. Children develop an understanding of their own safety and well-being. They learn consistent routines when crossing roads.

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Setting details

Unique reference number 225922 Local authority Leicestershire Inspection number 1044456 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 10 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 22 October 2014

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Telephone number

The childminder was registered in 1989. She lives in Leicester. She operates all year round from 7.30am 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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