Childminder 224585

Inspection date

Previous inspection date 16 December 2016 27 July 2016

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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's assessments of children's progress are not always accurate enough to help her plan effectively for children's good progress.  The childminder does not focus her professional development sufficiently on raising the quality of her teaching to a consistently good standard.  The childminder does not successfully engage all parents in children's learning. She does not give them the support they need to help guide their children's learning at home.  The childminder's self-evaluation is not rigorous enough to make sure that areas in need of improvement are swiftly identified and addressed.

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It has the following strengths

 Children quickly settle in the welcoming and homely environment. They confidently explore the childminder's home and make their own choices about the toys and resources with which they would like to play.  The childminder promotes children's language and communication skills well. She introduces new words and models simple vocabulary during daily routines and play activities, to support children's acquisition of speech.  The childminder is a positive role model. She is attentive to the individual needs of the children and offers frequent praise and reassurance. This helps to build children's positive self-esteem.

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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

 ensure the assessment process is always accurate and used effectively to plan precise next steps for children's future learning and to accurately monitor children's development, so that any gaps in children's learning close quickly and they make the best possible progress. 28/02/2017

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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

 develop the programme of professional development so it is focused more precisely on raising the quality of teaching to help improve the outcomes for children  implement more successful ways of engaging parents in children's learning and offer them the support and information they need to guide their children's learning successfully at home  strengthen the arrangements for self-evaluation so that areas in need of further development are more swiftly identified and addressed and the quality of the provision is raised to a consistently good standard.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector observed an activity and jointly evaluated this with the childminder.  The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector looked at a range of documentation. She spoke to the childminder about how she evaluates the effectiveness of her provision.  The inspector checked evidence of the suitability of all household members and of the childminder's qualifications.

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Effectiveness of the leadership and management requires improvement

The childminder has not yet developed an accurate overview of the quality of her provision. She does not identify or prioritise areas that need be addressed promptly to bring about sustained continuous improvement in her practice. For example, she has not focused professional development on improving her teaching practice to enable children to make consistently good progress over time. The childminder understands the need to build partnerships with other settings that children attend. She communicates appropriately with other professionals if children are in need of targeted support. Safeguarding is effective. The childminder has a secure understanding of the local procedures to follow if she has concerns about a child's welfare. This includes recent changes to safeguarding legislation. Since the last inspection, the childminder has introduced a policy for the safe use of mobile phones and cameras in her home.

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Quality of teaching, learning and assessment requires improvement

The childminder has a sound knowledge and understanding of how to support children's learning and development. However, the observation and assessment system she has introduced is not always accurate enough to monitor children's progress precisely. As a result, the next steps in children's learning are not always accurately identified or planned for and children make steady, rather than good progress. Where teaching is effective, the childminder interacts well with children. For example, as babies show an interest in books, the childminder supports them to learn by pointing at the pictures, asking questions and listening carefully to their responses. Children learn to use their imaginations in role play situations, such as pretending to make a cup of tea and using a bottle to feed the toy babies. The childminder introduces early mathematical skills, such as counting and recognising shapes.

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Personal development, behaviour and welfare require improvement

Children build positive relationships with the childminder and they behave well. However, the progress children make in developing their social skills is limited by weaknesses in teaching. That said, the childminder does use a range of resources to help children learn about the differences between themselves and others, to encourage their awareness of diversity. Children's good health is promoted effectively. Children have regular opportunities to play outdoors. They are provided with healthy snacks and learn to independently manage their hygiene. The childminder obtains some suitable information from parents about children's care routines when they first start and keeps parents informed about their children's day. However, she has not been successful in engaging all parents in their children's learning, to help children make as much as progress as possible.

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Outcomes for children require improvement

Children are gaining basic skills to support their future learning. However, due to the weaknesses in assessment and monitoring they are not fully supported to make the best possible progress. Despite this, children are motivated and independent learners. They show sustained levels of interest in their activities and are keen to try new experiences. Children develop suitable social skills. For example, they interact confidently with visitors.

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Setting details

Unique reference number 224585 Local authority Stoke on Trent Inspection number 1060712 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 27 July 2016

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Telephone number

The childminder was registered in 1996 and lives in Packmoor, Stoke-on-Trent. She operates her provision all year round from 7.30am until 5.30pm, 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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