Grant, Lynda Ann

Inspection date

Previous inspection date 26 June 2017 19 March 2014

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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

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

 The quality of teaching is variable. Children do not receive quality interactions from the childminder that fully promote their communication and language skills. Children are not regularly supported to think for themselves, engage in conversation or develop a wide vocabulary.  The childminder does not use information from assessments to plan effectively. Children are not presented with sufficient challenge during activities and do not make the best possible progress.  The childminder has not established an effective self-evaluation system. Consequently, she has not identified what she needs to do next to enhance and improve her knowledge, understanding and teaching practice. Furthermore, the childminder does not use her self-evaluation to target professional development opportunities and make improvements to teaching and practice overall.

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It has the following strengths

 The childminder works well with parents and provides opportunities for them to contribute to their children's learning. Parents share observations from home and are involved in the assessment and planning process.  The childminder promotes children's understanding of safety. They are supported to take safe risks and learn for themselves how to manage their own safety. For example, during trips to the park, they learn to mount the equipment independently.

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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 teaching and support of children's communication and language skills and build on their ability to engage in conversation and think for themselves 24/07/2017

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Due Date

 use the information gained from observing and assessing children to plan suitably challenging learning experiences to help them make good progress. 24/07/2017

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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

 establish a robust self-evaluation process and use the findings to develop a programme of ongoing and sustainable improvements in all areas of the provision  increase professional development opportunities that develop knowledge and skills and improve the quality of teaching.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector conducted a joint observation with the childminder and assessed the accuracy of her evaluation.  The inspector viewed children's records, planning documentation and a range of other documentation, including policies and procedures.  The inspector took account of the views of parents from written comments and letters of recommendation.

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Effectiveness of the leadership and management requires improvement

The impact of improvements since the last inspection is limited because the childminder does not reflect on and evaluate her own practice broadly enough. Consequently, she has not prioritised her own ongoing professional development. In particular, there are no plans that identify what she needs to do next to improve the quality of teaching. Safeguarding is effective. The childminder conducts detailed risk assessments of all areas of her home, activities and outings. This helps to ensure children's safety. The childminder has a firm understanding of child protections issues. She is alert to signs of abuse and is aware of the correct reporting procedures to follow. The childminder works in partnership with other settings children attend and shares information regularly.

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Quality of teaching, learning and assessment requires improvement

The childminder knows the children well. However, she does not use information from observations and assessments of children's learning fully to plan activities or pose questions that provide a sufficient level of challenge. The childminder is not always perceptive and skilled in helping children to think for themselves, engage in conversation and build upon their vocabulary. For example, questions from the childminder require only a one or two word answer, meaning children are not given opportunities to engage in quality, two-way conversations. The childminder helps children to explore their mathematical skills. For example, she encourages children to count out spoonfuls of ingredients as they make cakes and models some mathematical vocabulary. Children use their large and small-muscle movements as they rub the ingredients between their fingers and use their whole arm to mix with a large spoon.

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Personal development, behaviour and welfare require improvement

Weaknesses in teaching impact on children's personal development. Lack of challenge in activities and interactions mean that children are less motivated and are not always keen to learn. The childminder establishes close emotional attachments with the children in her care. Children are happy, settled and confidently explore the environment. Children follow good hygiene practices and have regular opportunities to play outdoors and enjoy fresh air and exercise. Children learn about important historic events and gain an understanding of the wider world. For example, they visit local poppy memorials for Remembrance Day and have access to small-world toys depicting diversity.

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Outcomes for children require improvement

Children are not making enough progress as teaching is not yet good enough to ensure that all children are being highly supported to reach their full potential. Children are beginning to acquire some of the basic skills needed for their future learning. For example, they enjoy carrying out tasks for themselves and are developing confidence in new and social situations.

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Setting details

Unique reference number 506916 Local authority Northumberland Inspection number 1087148 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 19 March 2014

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Telephone number

The childminder registered in 1996 and lives in Cramlington, Northumberland. She operates all year round from Monday to Friday. The childminder holds an appropriate qualification at level 3.

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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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