Childminder 140126

Inspection date

Previous inspection date 23 May 2017 18 May 2015

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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 effectively assess children's learning and development to plan for the next steps in their learning. This limits the progress children are able to make from their starting points.  Children do not always have a good enough opportunity to learn in their preferred way, for example, those children who enjoy playing outside.  The childminder does not have effective self-evaluation systems to help improve outcomes for children. She does not seek the views of parents and children to help her identify where further improvements are needed.

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It has the following strengths

 The childminder supports children's early communication in both English and their home languages. Children's language development is well supported.  Children behave well and learn to value and respect one another. The childminder is a good role model. For example, she teaches children well about expected behaviour through gentle, consistent messages and setting clear boundaries.  The childminder is vigilant in her supervision of children and conducts effective risk assessments to help her identify potential hazards.

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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 use of observations and assessments to identify gaps in children's progress and to effectively monitor and plan for children's next steps in learning. 26/06/2017

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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 children's learning experiences more effectively to support their individual needs and interests, particularly for those children who prefer to learn outside  develop self-evaluation processes to accurately identify all areas for development and to include the views of parents and children.

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Inspection activities

 The inspector observed children engaged in activities, including their interactions with the childminder.  The inspector held discussions with the childminder and spoke with children at appropriate times during the inspection.  The inspector looked at areas of the premises used for childminding and sampled relevant documentation, including children's records.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder has a suitable awareness of the signs and symptoms that may raise concerns about a child's welfare. She understands the procedures for reporting such concerns. The childminder has addressed most of the recommendations raised at her last inspection. For example, she helps children to develop their skills in mathematics and exploratory play. However, although the childminder liaises with other professionals to extend her knowledge and skills, she does not effectively evaluate her practice. She has not identified the weakness in her planning to raise outcomes in children's learning. The childminder uses various methods to exchange information with parents. However, she does not seek the views of parents and children consistently to help her identify where further improvements are needed.

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Quality of teaching, learning and assessment requires improvement

The childminder does not have a clear understanding of all the learning and development requirements. She does not identify and plan for children's next steps in their learning from information gained from regular observations. Despite this, children engage in suitable learning experiences. For example, children enjoyed listening to stories and watering the childminder's flowers. The childminder extended children's understanding of mathematics, for example, by encouraging them to identify colours and count the flowers and objects in books. However, the childminder does not plan enough activities to fully support the learning of children who prefer to be outdoors.

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Personal development, behaviour and welfare are good

Children are settled and have warm and nurturing relationships with the childminder. Babies quickly develop secure emotional attachments. For example, they confidently explore the available play materials, smiling happily as the childminder responds to their early communication. The childminder closely follows children's familiar routines and quickly responds to their individual needs. Children develop good levels of independence. For example, the childminder stores toys at a low level to encourage babies' and children's free choice. The childminder promotes healthy lifestyles well. Children enjoy freshly prepared, nutritionally balanced meals and follow good hygiene routines. They have regular opportunities to exercise and play outdoors.

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Outcomes for children require improvement

Children are developing some key skills to support their eventual move to school. They show good levels of confidence and independence. Children learn to manage their own personal needs, make choices about their play and communicate their needs effectively. However, children do not always make good enough progress in their learning due to inconsistencies in planning and monitoring their individual progress.

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Setting details

Unique reference number 140126 Local authority Haringey Inspection number 1089588 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 2

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Telephone number

The childminder registered in 1985. She lives in the London Borough of Haringey. The childminder offers full-time and part-time care each weekday, from 8.15am to 5pm, throughout most of the year.

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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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