Childminder EY489292

Inspection date

Previous inspection date 1 March 2017 Not applicable

p.1

3

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

p.1

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

 The childminder has not prioritised her professional development. She has not evaluated the quality of her teaching to ensure it is consistently good, particularly when caring for four children in the early years age group.  The childminder has not completed the progress check for children aged between two and three years. Parents have not received a written summary of children's progress during this time.  The childminder does not use her observations and assessments to plan appropriately challenging activities that stimulate children's interest and keep them motivated to learn. This means they are not supported to make as much progress as they can towards the early learning goals.  The childminder does not use opportunities well enough to encourage the youngest children to practise their small physical skills through exploratory play experiences.  The childminder's use of self-evaluation is not yet highly effective to enable her to raise

p.1

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

all areas of her practice to a good level.

p.1

It has the following strengths

 Children appear content and settled and demonstrate a sense of belonging within the welcoming provision. Children have formed positive relationships with the childminder and this helps to promote their emotional well-being.  The childminder knows her responsibilities towards protecting children from potential abuse and neglect. She is aware of the local safeguarding protection procedures to follow should concerns about children's welfare arise.

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

 improve the quality of teaching to ensure that all children make good progress and that their needs are being met 19/04/2017

p.2

Due Date

 agree with parents the most useful point to complete the progress check for children aged between two and three years, and provide them with a short summary of their child's development in the prime areas 19/04/2017

p.2

Due Date

 use information gained from observations and assessments to plan purposeful play experiences that are developmentally appropriate and stimulating, in order to support and challenge children's ongoing learning and development. 19/04/2017

p.2

Due Date

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

p.2

Due Date

 provide younger children with greater opportunities to explore activities in order to further develop their small physical skills  develop robust self-evaluation processes to identify accurate priorities for further improving the quality of the provision.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to and interacted with children at appropriate times during the inspection.  The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of the leadership and management requires improvement

The childminder does not have a secure enough understanding of the learning and development requirements. For example, although she knows about the required progress check for children aged between two and three years, she has not organised the completion of this in collaboration with parents. She demonstrates an understanding of the importance of working with parents, other agencies and local providers to ensure that children receive additional support. Although the childminder involves parents in the self- evaluation process, she does not use self-evaluation well to drive improvement. The arrangements for safeguarding are effective. Attending safeguarding training helps to ensure she is aware of current legislation. The childminder supervises children to ensure their safety is promoted. Written comments from parents are positive and the daily exchange of information updates them about their child's day.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder's knowledge and understanding of how to promote children's learning and development are not strong enough to ensure the quality of teaching is consistently good. This is particularly evident on occasions when she is caring for four children in the early years age group. For example, older children who were previously engaged in specific activities quickly lose interest and motivation when the group is bigger. Observations and assessments, alongside information gathered from parents, are not used well enough to ensure activities help all children make good enough progress. For example, young children's emerging physical and exploratory skills are not consistently supported to extend learning further.

p.3

Personal development, behaviour and welfare require improvement

Children make independent choices in their selection of resources that interest them. However, not all play experiences are sufficiently planned for to match children's individual learning needs. This potentially impacts on their ability to make good or better progress in their development. For example, younger children on occasions are unable to fully take part in some activities. The childminder routinely praises children's efforts. This promotes their self-esteem and confidence. Children learn about healthy lifestyles and hygiene procedures to promote their welfare. Close partnerships with parents promote a shared approach when supporting children's behaviour and unique health needs. Regular trips to local toddler groups provide further opportunities for children to develop their social skills and take part in some physical activities.

p.3

Outcomes for children require improvement

Not all children are making good enough progress because activities and teaching lack focus and challenge. However, they are developing basic skills that, overall, help prepare them for the next stage in their learning and eventual move to school. For example, older children consider different aspects of mathematics, such as counting and matching colours. They also show an interest in making marks and helping to tidy away resources when they have finished playing. Older children are developing an increasing confidence in communicating with adults.

p.3

Setting details

Unique reference number EY489292 Local authority Lancashire Inspection number 1013438 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2015 and lives in Fulwood, Preston. She operates all year round from 8am to 5pm, Monday to Friday, except bank holidays and family holidays.

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