O'Keeffe, Emma Louise

Inspection date

Previous inspection date 8 March 2017 8 November 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 Requires improvement Outcomes for children Requires improvement

p.1

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

 The quality of teaching is inconsistent. The childminder does not provide stimulating learning experiences for babies and young children. There are occasions when they are not engaged in purposeful play. This does not help them to make good progress.  The childminder does not have a clear knowledge of children's current stages of development or the progress they are making across the areas of learning. This has an impact on how much accurate information is shared with parents and carers.  The childminder does not have robust ways to monitor, identify and improve areas of development for her practice and the overall effectiveness of her setting. She has not maintained her skills and knowledge to work effectively with children and provide quality learning experiences.  The childminder does not consistently provide children with clear messages about how to be healthy and practice good hygiene routines.

p.1

It has the following strengths

 The childminder helps the oldest children develop the skills they need in preparation for starting school. She uses key opportunities effectively to support their literacy and numeracy development. Children can count accurately and begin to recognise the letters in their name.  Children have developed secure bonds with the childminder. She gathers information from parents about babies' individual routines and follows them in the setting. Babies are happy and their care needs are met swiftly.  The childminder teaches children how to keep themselves safe. She uses a range of activities indoors and outdoors to help them develop road safety skills. Children have a good understanding of risk and know about hazards in the environment.

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 for babies and the youngest children to help them build foundations for their learning through challenging and enjoyable experiences 03/05/2017

p.2

Due Date

 develop ways to assess children's progress and current stages of development, in order to plan activities that help them to make good progress and share this information with parents and carers. 03/05/2017

p.2

Due Date

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

p.2

Due Date

 provide children with clear messages about what contributes to a healthy lifestyle, particularly on the importance of good hygiene  develop ways to reflect and evaluate the effectiveness of practice and the provision for children to drive improvement and provide good quality experiences.

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 spoke to the childminder, her assistant and children throughout the inspection.  The inspector completed a joint observation with the childminder.  The inspector looked at relevant documentation, such as evidence of the childminder's and her assistants' suitability to work with children. She discussed children's learning, assessment and planning, as well as the childminder's self-evaluation.  The inspector obtained written feedback from parents and took account of their views.

p.2

Effectiveness of the leadership and management requires improvement

The childminder does not have high expectations of her practice and provision. Since the last inspection, she has not driven forward to make continual improvements and promote the best possible outcomes for children. She has not used new knowledge from training courses effectively to develop her teaching or monitor children's progress. The childminder has maintained partnerships with parents. She shares information about children's care with them, which helps to promote continuity. Safeguarding is effective. The childminder is confident to report concerns about children's welfare. The childminder and both assistants have up to date first-aid training. The childminder supports her assistants to understand different procedures in the setting. For example, she shares information about babies feeding and sleeping routines to help them assist her in meeting their care needs.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder has completed the written progress check for children aged between two and three years. However, she has not maintained an up-to-date knowledge of children's abilities since the written progress check was completed. Teaching for babies and the youngest children requires improvement. For example, the childminder fails to provide babies with stimulating activities to enhance their sensory experiences or develop their physical skills. Nevertheless, the childminder demonstrates skill in enhancing older children's play. For example, she encourages them to try making different shapes with their dough and asks questions to help further develop their ideas. The childminder has identified appropriate next steps in learning for older children to make progress and displays these for parents to see. The childminder helps children to develop an understanding of the world around them. She regularly uses facilities in the community to

p.3

Quality of teaching, learning and assessment requires improvement

teach children about other cultures and festivals.

p.3

Personal development, behaviour and welfare require improvement

Due to the weakness in teaching for the babies and youngest children, their personal development is not supported well enough. For example, the childminder does not take their needs into account when preparing the environment for learning. This does not help them to develop exploratory skills and curiosity. The childminder manages children's behaviour positively. She models good manners and helps them to share resources. Children show kindness to each other and are considerate toward the babies. There are good procedures in place to help children settle in. This has a positive impact on their emotional well-being. The childminder provides children with opportunities for fresh air and physical exercise using the local parks and regular walks.

p.3

Outcomes for children require improvement

Not enough children make good progress. The childminder does not help the babies and youngest children to build the best possible foundations for learning. Nevertheless, older children show readiness for school and have very good social skills.

p.3

Setting details

Unique reference number EY461434 Local authority Stockton on Tees Inspection number 1066830 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 18 Number of children on roll 15

p.4

Name of registered person

Date of previous inspection 8 November 2013

p.4

Telephone number

The childminder was registered in 2013 and lives in Stockton-on-Tees. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with two assistants. The childminder provides funded early education for two-, three- and four-year-old children. The childminder is able to provide overnight care.

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