Childminder in Kingston upon Hull

Inspection date

Previous inspection date 28 April 2017 4 November 2016

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3

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

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3

Outcomes for children Requires improvement

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

 The childminder does not extend children's learning, specifically in mathematical and literacy skills. Her quality of teaching is variable. Information from the assessments of children's learning is not used precisely to plan challenging activities.  The childminder does not fully support parents to contribute information about what their child can do at home, enabling them to better support their children's ongoing learning and development.  The childminder does not use the views of children and parents to help identify further priorities for future development.

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It has the following strengths

 The childminder attends training, visits other childminders and is keen to develop her practice. She shows a commitment to ongoing improvement, overall. She has worked closely with the local authority support advisor to help her improve on some of the areas identified for improvement at her last inspection.  Children behave very well. The childminder uses consistently applied strategies and provides clear guidance for children about what is acceptable behaviour. Children are happy, they are interested, motivated and keen to learn.  The childminder is caring and treats children with kindness and respect. Children freely select their choice of play and share resources well. This helps children feel secure, confident and settled.

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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

 improve the quality of teaching to extend children's learning, specifically in mathematical and literacy development, and use assessments of children's development in these specific areas effectively to offer a good level of challenging experiences so they make the best possible progress. 19/05/2017

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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

 strengthen strategies to help parents share what they know their children can do at home that contributes to the assessment of their ongoing learning and development  improve the reflection and self-evaluation process, identify accurate priorities for improvement and include the views of children and parents.

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Inspection activities

 The inspector observed the childminder's interaction with the children and spoke to the childminder and children throughout the inspection. She had a tour of the areas used for childminding.  The inspector completed a joint observation with the childminder and assessed the impact this has on children's learning. She also walked alongside the childminder and children to collect children from school.  The inspector checked evidence of the childminder's qualifications and training certificates, including evidence of the childminder's suitability and the suitability of all people living and working on the premises.  The inspector looked at a selection of risk assessments and policy documents, including the safeguarding policy and procedures.  The inspector looked at the childminder's planning documentation, children's learning and development files and children's assessment records. She also took account of the

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Inspection activities

views of parents through their written feedback.

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Effectiveness of the leadership and management requires improvement

The childminder does not use feedback from parents and children to help her evaluate her provision and raise the standards of her teaching. Safeguarding is effective. The childminder understands her responsibility to protect children from harm. She knows who to contact should she have concerns about a child's welfare. The childminder and her assistant have attended child protection training. The childminder supervises her assistant appropriately. She has implemented some systems to observe and assess children's learning and development. However, she does not look closely enough at the quality of her teaching. The childminder has some understanding of working with other settings and professionals to support children's learning.

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Quality of teaching, learning and assessment requires improvement

Although improvements have been made since the last inspection, teaching is not consistently good. The childminder observes children as they play and has a general awareness of their development. However, she does not effectively promote specific areas of learning, such as mathematical and literacy skills. She does not use the information gained from assessments to plan activities that extend children's capabilities in these areas. As a result, children are not supported to ensure they are ready for the next stage in their education. The childminder does not help parents share what they know their child can do at home on an ongoing basis to help with future learning. However, children enjoy filling and emptying containers of water. The childminder talks to children about what they are doing as they play. This promotes their social and emotional skills.

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Personal development, behaviour and welfare are good

The childminder gains information from parents about children on entry. She uses this information well to help children settle easily into her care. The childminder implements consistent routines that help children learn about staying safe. For example, she talks to children about road safety when they walk to and from school. Children enjoy the childminder's friendly interaction, they listen and respond to her instructions well. Children are well mannered. The childminder makes good use of her garden and outings to support children's physical development and interest in nature. They enjoy talking about the wildlife they see on walks and demonstrate good coordination skills.

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Outcomes for children require improvement

Children do not make good enough progress, particularly in developing their mathematical and literacy skills, due to inconsistencies in teaching. They, generally, demonstrate progress that is typical for their age in their personal, social and emotional development and physical skills. Children are happy and communicate during their play as they select choices freely. They are confident individuals and build positive relationships.

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Setting details

Unique reference number EY436641 Local authority Kingston upon Hull Inspection number 1078404 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 4 November 2016

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Telephone number

The childminder registered in 2011. She operates all year round from 6am to 8pm, Monday to Friday, except for family holidays and bank holidays. The childminder occasionally 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

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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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