Childminder EY443223

Inspection date

Previous inspection date 18 November 2016 24 February 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 information gained from observations effectively, to plan activities that are challenging and help children make good progress in their learning.  The childminder does not gather enough information when children first start attending about what they know and can do already.  The childminder does not fully consider the different ways in which children learn in her teaching and when planning activities.  The childminder has not identified a precise programme for professional development to raise the quality of teaching.

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It has the following strengths

 The childminder has improved some aspects of her practice since the last inspection. Good hygiene procedures are in place and parents are involved in the progress check for children between the ages of two and three years.  The childminder monitors her assistant's practice generally well. She ensures he has a suitable knowledge of how to keep children safe and promote their play.  The childminder and assistant's interactions with children are positive. Children select and play with a wide range of toys and resources.  Children who speak English as an additional language are making generally good progress in their communication and language development.

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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 information from observations to clearly identify children's next steps in learning and plan challenging activities that help children make the best possible progress. 18/12/2016

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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

 take more account of children's different learning styles so that activities better support their individual learning needs  strengthen partnerships with parents and support them more effectively to share what they know about their child's achievements when children first join the setting  strengthen the quality of teaching and use rigorous evaluation that identifies focused professional development opportunities.

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Inspection activities

 The inspector observed the quality of teaching during a range of activities and assessed the impact this has on children's learning.  The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection. He looked at relevant documentation, such as policies and procedures and evidence of the suitability of all those living and working on the premises.  The inspector had a tour of the house by the childminder. He also checked the childminder's procedures for assessing risks in the environment.  The inspector discussed the systems for self-evaluation with the childminder and her assistant.  The inspector looked at parent questionnaires and took account of their views.

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Effectiveness of the leadership and management requires improvement

Although self-evaluation is in place, the childminder has not sufficiently focused on identifying areas for improvement to develop the quality of her teaching practice and improve outcomes for children. However, she has completed a paediatric first-aid course and attended training on promoting children's mathematical development. This has improved some aspects of her teaching. For example, she has introduced coins for children to use to buy pretend food, helping them to count and solve number problems. The arrangements for safeguarding are effective. The childminder and her assistant know how to protect children from possible abuse or neglect. She completes checks of her home and venues for outings. This helps to keep children safe. The childminder seeks feedback from parents through questionnaires. She also engages with local authority advisers.

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Quality of teaching, learning and assessment requires improvement

The childminder does not make the best use of her observations of children to establish the next steps in their learning. She does not use what she knows about their interests and abilities or take into account the different ways in which children learn. As a result, she does not plan activities which offer sufficient challenge so that children make good progress. The childminder does not encourage parents to share what they know their child can do when they first start at the setting, in order to plan precisely from the beginning. Despite this, children enjoy their play and the childminder and assistant change activities regularly throughout the day to provide a wide range of learning opportunities. The childminder and assistant read books to children to help promote their early reading skills. They say simple words to children in English and Polish. Children repeat the words, promoting their speaking skills in their home language and in English. Children are

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Quality of teaching, learning and assessment requires improvement

becoming creative and imaginative as they create with play dough.

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Personal development, behaviour and welfare require improvement

The childminder supports children to develop some good attitudes towards learning. However, teaching is not good enough to make the most of opportunities to successfully motivate children. Children's healthy lifestyles are generally well promoted. They are served a range of nutritious and healthy meals and snacks. Children follow good hygiene routines, such as washing their hands after messy activities. The childminder teaches children how to be safe. For example, during walks, children hold on to a soft toy snake to walk along the road safely. They know not to cross the road until the traffic light is red. Children's behaviour is good. The childminder and assistant award stickers to children, helping promote their self-esteem as they feel proud of their achievements.

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Outcomes for children require improvement

Children do not make good progress from their starting points because activities do not consistently target individual needs and challenge them to learn more. Nevertheless, they are learning some basic skills in preparation for starting nursery and school. They are generally independent as they choose toys to play with and help tidy up. Children's social skills are improving as the childminder takes them to the local children's centre. This enables them to socialise with other children in large groups.

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Setting details

Unique reference number EY443223 Local authority Cheshire East Inspection number 1043678 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 12 Number of children on roll 2

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Name of registered person

Date of previous inspection 24 February 2014

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Telephone number

The childminder was registered in 2012 and lives in Crewe, Cheshire. She operates all year round from 5am to 5pm, Monday to Friday except for family holidays. The childminder works with an assistant.

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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

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

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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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