Powell, Nicola Ann

Inspection date

Previous inspection date 7 November 2016 11 April 2013

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

p.1

3

Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

p.1

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

 The childminder does not ensure that all required documentation, particularly in relation to records of children's attendance, is available for inspection.  The childminder is not proactive in seeking ways to continue her professional development and keep her skills and knowledge up to date. Her self-evaluation is not rigorous enough to help her identify gaps in practice or review her ongoing training needs.  Although, the childminder builds positive relationships with parents, the two-way sharing of information focuses more on children's care and well-being than on their learning and development.

p.1

It has the following strengths

 The childminder provides a range of suitable resources and activities. Children have opportunities to make choices about what they do and are encouraged to participate in some adult-led activities. They enjoy the time they spend with the childminder.  Children are happy and well settled. Their secure emotional attachments to the childminder help them to feel confident in her care. They are curious, keen to explore their surroundings and are motivated to learn.  The childminder promotes children's good health. She provides healthy snacks and light meals. Children have plenty of opportunities to be physically active. They play in the garden, go for walks and visit local parks and soft-play centres.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

p.2

Due Date

 ensure that all required documents, particularly in relation to records of children's attendance, are available and readily accessible for inspection purposes. 09/12/2016

p.2

Due Date

To further improve the quality of the early years provision the provider should:

p.2

Due Date

 strengthen systems for self-evaluation to critically reflect on all aspects of the provision and identify professional development needs, particularly in relation to relevant issues and changes in legislation, in order to improve practice  build on the two-way sharing of information with parents, involving them more in their child's learning and development, in order to help children make even better progress.

p.2

Inspection activities

 The inspector viewed all areas of the home that are used for childminding. She observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector carried out a joint evaluation of an activity with the childminder and discussed her methods of self-evaluation.  The inspector checked evidence of the suitability of people living on the premises and of the childminder's training and looked at children's assessment records and a range of other documentation, including policies and procedures.  The inspector spoke with the childminder and children at appropriate times during the inspection.

p.2

Effectiveness of the leadership and management requires improvement

The childminder does not ensure that all required records are available for inspection. Although she is currently keeping a record of children's attendance, she is not able to demonstrate that attendance registers are maintained over time, particularly in response to previous actions relating to this. The childminder regularly checks children's progress to identify and address any gaps. She makes information about their progress available to parents. However, she does not encourage enough dialogue with parents about children's learning and development at home and in her setting to help them make the best possible progress. The arrangements for safeguarding are effective. The childminder has an appropriate understanding of possible indicators of abuse or neglect. She is aware of procedures to follow in the event of such concerns. However, she has not kept fully up to date with recent developments in early years practice.

p.3

Quality of teaching, learning and assessment is good

The childminder observes children and assesses their capabilities. She identifies what they need to learn next and plans suitable ways to help them develop new skills. When children also attend other settings, the childminder works in partnership with the other providers to enable continuity in their learning. The childminder effectively encourages children's developing speaking skills. She talks about what they are doing, models good use of language and pronounces words clearly. She names objects, colours and numbers, helping to extend younger children's vocabulary, including those who speak English as an additional language. The childminder encourages children's imaginative play, for instance, as they pretend to fix things with toy tools and play with cars and small-world rockets. As children play, the childminder models counting and language to talk about quantity. She promotes children's interest in books, stories, songs and rhymes.

p.3

Personal development, behaviour and welfare require improvement

Weaknesses in the childminder's leadership and management limit the overall effectiveness of how she promotes children's welfare. Nevertheless, children's self-care skills and independence are suitably promoted, relative to their ages and capabilities. Young children learn to take off their coats and attempt to put on their own shoes. Children build warm relationships with the childminder and she responds sensitively to their interests and requests. She teaches them to share, take turns and behave well. She helps them to understand about ways to keep themselves safe, such as sitting down when eating. Children regularly mix with other children and adults at local toddler groups, helping them to develop social skills and build confidence.

p.3

Outcomes for children are good

All children are making good progress in relation to their starting points and achieving in line with typical expectations for their age. Young children show an interest in how things work, investigating toys with switches, buttons and simple mechanisms. They enjoy sensory activities. For example, they bang and shake instruments and explore the feel of sand on their hands and feet. Children draw and make marks. They begin to count and recognise numbers. They are developing skills that they will need for future learning.

p.3

Setting details

Unique reference number EY318927 Local authority Warwickshire Inspection number 1064818 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 6

p.4

Name of registered person

Date of previous inspection 11 April 2013

p.4

Telephone number

The childminder was registered in 2006 and lives in Hampton Magna, Warwick. The provision operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5