Childminder EY450620

Inspection date

Previous inspection date 12 January 2017 8 February 2013

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

p.1

3

Outcomes for children Requires improvement

p.1

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

 The childminder does not fully recognise the different ways that children learn. Some adult-led activities do not successfully challenge children of different ages and mixed abilities and children are not consistently inspired to find things out for themselves.  The childminder does not consistently use observations and accurate assessment, or information from parents, to plan more precisely for each child's future learning.  The childminder does not fully promote children's language development as they begin to form simple sentences.  The childminder's procedures for self-evaluation are not rigorous enough to identify and address priorities and ensure sustained improvement.

p.1

It has the following strengths

 Children are emotionally secure. Relationships between the childminder and the children are good.  The childminder provides toys and equipment that support children in developing good manipulative skills. They choose toys with buttons and simple mechanisms and can operate them successfully.  The childminder supports children in counting objects while they play.  Children enjoy moving to music, playing with musical instruments and joining in with the actions to their favourite songs.  Records, policies and procedures required for the safe management of the provision are well maintained and implemented.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 ensure that information from parents and from observation and assessment of children's achievements is used more precisely to plan activities and develop support in order to help all children make best progress 28/02/2017

p.2

Due Date

 improve the quality of teaching, consistently challenging children of mixed abilities and supporting them to explore with different media and materials and to find things out for themselves. 28/02/2017

p.2

Due Date

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

p.2

Due Date

 extend support for children's language development as they begin to form simple sentences  implement rigorous and effective systems for self-evaluation to identify and prioritise areas for improvement.

p.2

Inspection activities

 The inspector observed activities as children played in the indoor play area.  The inspector observed an activity and discussed teaching methods with the childminder.  The inspector looked at evidence of the childminder's training and checked evidence of the suitability of all adults.  The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.

p.2

Effectiveness of the leadership and management requires improvement

Arrangements for safeguarding are effective. The childminder's home is safe and secure. She is aware of the signs of abuse and neglect, and the local referral procedures to follow if she is concerned about a child. The childminder is using documentation to gain knowledge about the duty to prevent children being drawn into situations that put them at risk of significant of harm. Required suitability checks for all adults living in the household have been completed. The childminder has taken some steps to address issues raised at the time of the last inspection. She is currently reviewing the way she records observations and assessments of children's learning. However, systems for self-evaluation are not entirely effective and this contributes to the weaknesses in the teaching and children's learning.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder does not consistently use what she knows about each child to plan and provide activities and experiences to promote their future learning. Parents are not consistently asked to share information about their child's learning at home. The childminder does not dependably adapt her teaching to ensure that during adult-led activities, children of different ages and abilities are supported and challenged. Children are invited to wash the toy dinosaurs in a bowl of soapy water. The childminder provides paintbrushes and washing-up sponges, which the older children use to clean the toys. Babies splash their fingers in the water. The childminder does not consider ways in which to support each child's learning during the activity. Exploration with different media and materials is not fully considered by the childminder. Nevertheless, children decide how long they want to take part in the activity and then confidently choose other resources to

p.3

Quality of teaching, learning and assessment requires improvement

play with. Babies reach for objects and happily bang them together to make noise.

p.3

Personal development, behaviour and welfare are good

Despite some weaknesses in teaching and learning, children's personal, social and emotional development are strong and the childminder's care practices are good. Children's emotional security begins with a gradual settling-in procedure. Relationships are good. Children's good health is promoted well by the childminder. They eat healthy food and they are physically active. They gain confidence and skills while using challenging equipment at soft-play centres, at the park and in the childminder's garden. The childminder boosts children's self-esteem through acknowledging and praising positive behaviour. Children develop an understanding of dangers and how to keep themselves safe. For example, they learn road safety.

p.3

Outcomes for children require improvement

Children gain basic skills to prepare them for learning in pre-school and school. However, they are not making as much progress as possible due to variable teaching and inconsistent planning for their future learning. The childminder interprets the needs of babies well as they communicate through sounds and gestures. Young children are beginning to say single words. However, the childminder has not developed fully effective teaching strategies to support children in the development of simple sentences.

p.3

Setting details

Unique reference number EY450620 Local authority Northamptonshire Inspection number 1042677 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 8

p.4

Name of registered person

Date of previous inspection 8 February 2013

p.4

Telephone number

The childminder was registered in 2012. She lives in Thrapston, Northamptonshire. The childminder operates all year round except for bank holidays and family holidays, from 7.30am to 6pm, Monday to Friday.

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