Childminder 252061

Inspection date

Previous inspection date 28 June 2017 22 January 2015

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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 childminder does not make the best use of her observations and assessments of children. The activities and experiences that she provides are not challenging enough to help children build further on what they already know and can do.  The quality of the childminder’s teaching is variable. She does not consistently motivate and inspire children to explore and learn through their play. Consequently, children make some progress but are not always supported well enough to extend their learning further.  The childminder does not offer the best possible support for children who speak English as an additional language to help them communicate with others.  The childminder does not have a good enough overview of her teaching, assessment and planning to raise the standard to a higher level.

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It has the following strengths

 The childminder is warm and caring towards the children, who have formed a secure attachment to her.  Parents comment that they are happy with the service that the childminder provides. The childminder shares information with parents in a variety of ways to keep them updated about their child’s care.  The childminder keeps her mandatory training and qualifications up to date, such as paediatric first aid. This helps her to refresh her knowledge and skills.  The childminder has suitable policies and procedures to ensure children’s care needs are met and their safety is promoted. She maintains required records accurately.

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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

 make better use of observations and assessments to quickly identify children's individual levels of achievement, interests and learning styles and to focus on ways to suitably challenge them 30/09/2017

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Due Date

 provide a range of interesting, stimulating and well-planned activities that is tailored to children's individual learning needs and focused on what they need to learn next to secure their good progress. 30/09/2017

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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

 provide greater support for children who speak English as an additional language to enable them to make more rapid progress in their ability to communicate with others  strengthen the way in which reflection is used, to identify and target ways to raise the quality of teaching, planning and assessment, and evaluate the impact on children's learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector and childminder jointly evaluated an activity together.  The inspector held discussions with the childminder and children during the inspection.  The inspector took account of the views of parents.  The inspector looked at relevant documentation, such as evidence of the suitability of those living on the premises and the qualifications of the childminder.

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Effectiveness of the leadership and management requires improvement

The childminder reflects on her practice. However, she does not do this in enough depth to evaluate the impact of her teaching on children's learning. She does not use her observations and assessments effectively to help her plan activities. Consequently, the activities she provides do not always challenge children enough or build on their interests and learning styles. Nevertheless, the childminder has a basic overview of children's progress which helps to ensure that any children requiring support from other agencies receive the help they need. Safeguarding is effective. The childminder knows who she must contact if she has a concern about a child in her care. She has completed relevant child protection training to ensure she has up-to-date knowledge of her responsibility and role in protecting children. Risk assessments are used well to ensure children are safe.

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Quality of teaching, learning and assessment requires improvement

Although the childminder is experienced, the quality of her interactions with children to support, challenge and extend their learning is variable. She does not support individual children well enough to help them learn as much as possible. For example, when children show an interest in puzzles, the childminder provides inset puzzles that are not challenging enough for most-able children. She does not use her observations to adapt the activity to build on what the most able children know and can already do. That said, at times the childminder interacts with children in a purposeful way. She asks questions, for example she asks children to find things to help them think and work out how and where to place the puzzle pieces correctly for themselves. The childminder explains about some shapes, number sequences and symbols to support children's mathematical development. However, she does not help children who speak English as an additional language as well

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Quality of teaching, learning and assessment requires improvement

as possible to learn new words and communicate with others.

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Personal development, behaviour and welfare require improvement

Weaknesses in planning and teaching mean that children are not always well supported in their development. Children have access to a range of activities and experiences, but they are not always motivated or inspired to play, explore and learn. Even so, children are happy, settled and generally enjoy their time with the childminder. Children behave well and learn to share toys and take turns. The childminder promotes children's health well. Children know to wash their hands after they have used the toilet, before eating and after they have touched the dog. The childminder gathers useful information from parents when their child first starts. She keeps them updated about their child's day.

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Outcomes for children require improvement

Planning and teaching is not sufficiently well focused to help every child to reach their full potential, including the most able children and those who speak English as an additional language. However, children are making steady progress from their starting points and are learning basic skills in readiness for school. They show some levels of independence, such as when going to the toilet and putting on their own shoes. Children make marks on different surfaces and count during activities.

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Setting details

Unique reference number 252061 Local authority Nottinghamshire Inspection number 1090304 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 22 January 2015

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Telephone number

The childminder registered in 1993 and lives in Sutton-in-Ashfield, Nottinghamshire. She operates all year round, from 5.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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