Childminder 300248

Inspection date

Previous inspection date 7 November 2016 8 August 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 does not use her assessments of children's development to plan purposeful learning experiences. This means that children do not benefit from targeted activities that help them to make the best possible progress in all areas of learning.  The childminder provides some support for children during their play. However, she does not always recognise their independent investigations, or reshape activities in order to challenge children's thinking and help them develop their own ideas.  The childminder seeks the views of parents and children. However, her self-evaluation is not yet robust enough to identify all weaknesses in her practice. Plans for professional development do not focus enough on improving the quality of teaching.

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It has the following strengths

 Parents are encouraged to share information about what children are learning at home. Assessments of children's progress are completed and shared with parents, which helps them to continue their children's learning at home.  Children have caring relationships with the childminder. They attend groups where they meet up with other childminders and their children. This gives children the opportunity to develop friendships in larger social groups.  The childminder implements good hygiene routines. Children develop their understanding of personal care routines from an early age. Their independence in self- care is promoted in readiness for the eventual move to 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

 use assessments of children's development more effectively to focus planning, taking into account children's interests and skills, so that each area of learning is promoted through purposeful play that challenges children and supports their good progress 07/12/2016

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Due Date

 be more perceptive to how children learn, respond to their explorations and emerging ideas and reshape activities to challenge their thinking and extend their learning. 07/12/2016

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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

 continue to develop self-evaluation so that it is robust enough to identify all weaknesses in practice and make sure that professional development opportunities focus on improving the quality of teaching so that children benefit from high-quality learning experiences.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector took account of the views of parents from the childminder's review of her practice.  The inspector looked at children's records, discussed planning, and looked at a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management requires improvement

The childminder has made some improvements since the last inspection. She provides activities that reflect the seven areas of learning. The childminder completes regular observations and assessments of children's progress. She has a suitable understanding of their interests, skills and preferences for learning. However, the childminder does not use the information to focus planning so that it meets each child's individual needs. Parents are given opportunities to share their views, and their comments about the childminder's service are positive. The childminder assesses her practice, although this is not sufficiently rigorous to identify all weaknesses. Professional development does not sufficiently focus on raising the quality of teaching and improving outcomes for children. Safeguarding is effective. The childminder has attended training to extend her understanding of child protection matters. She has suitable systems in place for keeping up to date with current

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Effectiveness of the leadership and management requires improvement

guidance. The childminder follows appropriate procedures for administering medicines and keeps suitable records.

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Quality of teaching, learning and assessment requires improvement

The childminder is not always observant of children's independent investigations and emerging interests. Therefore, she does not promote those interests and make the best use of activities to extend children's play and explore their ideas. This means children sometimes lack motivation. The childminder helps children to understand growth and change as they observe how the seasons alter the outdoor environment. She promotes children's communication and language skills. For example, they listen to the sounds they make as they walk through fallen leaves. The childminder introduces new words to describe textures of materials and build on children's vocabulary. Children enjoy listening to favourite stories. The childminder encourages them to repeat familiar words and phrases.

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Personal development, behaviour and welfare require improvement

Weaknesses in teaching mean that children sometimes lack stimulation and motivation. Nevertheless, they are settled and demonstrate secure relationships with the childminder. Children have opportunities to learn about the diversity of their community during visits. They find out about the wider world and other people through stories. They behave well and begin to understand simple rules. They develop their social skills and are encouraged to use good manners. Children enjoy regular outdoor activities where they develop their physical skills.

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Outcomes for children require improvement

Children are not supported to make the best progress from their starting points, because activities do not consistently challenge them and inspire them to learn more. However, children develop early writing skills. They begin to use a variety of tools and media, such as chalks and play dough, to make marks and patterns. They are introduced to early mathematics. They recognise shapes and begin to make comparisons in size. This means children are developing some of the skills they need for their future learning.

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Setting details

Unique reference number 300248 Local authority Sheffield Inspection number 1044046 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 8 August 2014

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Telephone number

The childminder was registered in 1996 and lives in Sheffield. She operates all year round from 7am to 5pm, 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

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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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