Childminder EY284754

Inspection date

Previous inspection date 26 June 2017 2 February 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 evaluate the strengths and weaknesses to support and develop her own practice and that of the other adults she works with.  Assessments of what children can do are not used to plan developmentally appropriate activities for children to sustain their interest and develop their skills.  Children are not supported to understand the consequences of any actions they take or choices they make.  The key person system is not effective in ensuring children's individual needs are consistently met. This is particularly relevant to sharing information and potty training routines.

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It has the following strengths

 The childminder provides a wide range of resources and opportunities for learning both indoors and outdoors.  Adults are positive role models for children and foster a caring and fun environment for children.  Parents are regularly kept informed of their children's learning through a variety of means such as photographs, daily diary, consultation events and questionnaires.

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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

 develop systems to monitor and evaluate the quality of the setting so that action can be taken to address areas identified for improvement 04/08/2017

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Due Date

 develop systems to monitor and evaluate the quality of the setting so that action can be taken to address areas identified for improvement 04/08/2017

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Due Date

 ensure planned activities take into account the age and stage of development of all children taking part so that they sustain interest and make as much progress as they can 04/08/2017

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Due Date

 make sure key persons share information about children appropriately and consider how routines take into account their views and feelings 04/08/2017

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Due Date

 ensure adults are consistent in providing clear explanations of behaviour so children understand the consequences of their actions. 04/08/2017

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Inspection activities

 The inspector observed activities both indoors and in the outside area.  The inspector spoke to children, the childminder and other adults working at the setting. She held a meeting with the childminder.  The inspector carried out a joint observation with the childminder.  The inspector looked at children's records and assessments, evidence of training and a range of other documents including policies and procedures.  The inspector took account of parents' views obtained through questionnaires provided by the childminder.

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Effectiveness of the leadership and management requires improvement

Parents are regularly consulted with about their children’s learning. The systems in place to evaluate the setting are ineffective. The childminder has not identified aspects for her own development or supported other adults working with her to improve their practice. In response to enforcement action taken, all adults have received safeguarding training and this has improved their knowledge in this area so that children can be kept safe. However, the childminder does not monitor how well systems work and what impact training has had on practice. For example, the childminder does not monitor whether adults understand and follow procedures in place for recording accidents and visitors to the setting. There is a rich environment for children to explore a wide range of resources and opportunities.

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Quality of teaching, learning and assessment requires improvement

Planned activities do not meet the needs of all children taking part. As a result, children do not make as much progress as they could. For example, young children quickly lose interest when the activity is not developmentally appropriate. When children do engage in the activity, such as when they are using the sponges to make patterns in paint, adults do not pick up on this and stop the child's exploration without warning or explanation. Children choose an activity such as reading books in the den outside and adults use expression and props to maintain their interest. When a child shows an interest in snails, adults suggest making a habitat for them. They collect grass, mud and water together, incorporating new words and mathematical language into their conversations.

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Personal development, behaviour and welfare require improvement

Children laugh with one another, are caring towards one another and enjoy a sense of fun, such as when they accidentally tip a whole bowl of water over in the mud. However, adults do not use opportunities such as when children put chalk in their mouths to explain the consequences of their actions. Children explore the environment confidently and this shows that they feel safe at the setting. They are supported to develop their independence such as by feeding themselves and washing their hands before meal times. Adults do not share information about children effectively between themselves and they do not meet the individual needs of children. For example, potty training routines and the sharing of photographs on social media do not consider the views and feelings of children. Children's health is promoted through a range of healthy foods and outdoor activity is actively promoted.

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Outcomes for children require improvement

Children do not make as much progress as they could because adults do not consider the needs and development of all children during planned activities. Young children develop their physical skills when they climb up the slide or play on the car that runs on a track. Adults regularly observe and assess what children can do. However, information about what children can do is not used effectively to plan appropriately challenging opportunities for them to develop.

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Setting details

Unique reference number EY284754 Local authority Kingston upon Thames Inspection number 1099985 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 6 Number of children on roll 12

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Name of registered person

Date of previous inspection 2 February 2015

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Telephone number

The childminder registered in 2004. The childminder works with a co-childminder and an assistant. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder receives funding for the provision of free early education to children aged two years.

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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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