Childminder EY488738

Inspection date

Previous inspection date 2 August 2017 Not applicable

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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 consistently provide clear guidance to teach children the boundaries and good social skills. For example, although she initially reminds children to share and take turns, she does not reinforce this to promote positive behaviour. This is also a breach of the Childcare Register requirements.  The childminder does not link activities closely enough to what children know and can do, to challenge them further. Children make steady progress but not as much as they could.  The childminder does not organise the learning environment in a way that enables children to make independent choices in their play or engage in a wide range of stimulating activities. Children sometimes lose interest and become overexcited, which does not help them to learn to concentrate and focus.  The childminder does not evaluate her setting thoroughly enough to identify and target all areas for improvement.

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

 Although the childminder routinely ensures children follow healthy and hygienic routines, she does not teach them why this is important so they learn its significance.

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It has the following strengths

 The childminder has positive partnerships with parents to enable them to work together to provide consistency in children's care.  The childminder supports children's communication and language development well. For example, she repeats what they say to clearly model sounds and makes effective use of questioning, to encourage them to think about and share their ideas.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 ensure children's behaviour is managed consistently, to help them learn the expectations and good social skills, particularly turn taking, sharing and being kind to each other 25/08/2017

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Due Date

 develop activity planning and the quality of teaching to ensure that learning experiences routinely provide good challenge that links closely with children's individual next steps in learning, to help them make as much progress as they can 13/09/2017

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Due Date

 review the organisation of resources to support children to focus and concentrate during activities, and make independent choices in their play. 13/09/2017

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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

 make more effective use of ongoing self-evaluation to identify weaknesses in practice and provision, and target areas for future improvement  make full use of opportunities to develop children's understanding of good health and hygiene.

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Inspection activities

 The inspector observed the learning environment, and children's participation in activities and their interactions with the childminder.  The inspector spoke with the childminder to evaluate the quality of teaching and learning during an adult-led activity.  The inspector spoke with children and took account of parents' written feedback.  The inspector held discussions with the childminder throughout the inspection.  The inspector sampled a range of documentation, including children's learning records, suitability checks for household members, and training and qualification certificates.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder uses risk assessments well to provide a safe and secure environment for children. She has a good understanding of her responsibilities to report any concerns about a child's welfare. However, self-evaluation is not thorough enough to enable the childminder to identify and target all weaknesses in practice and provision. For instance, she does not recognise children's lack of focus and attention during their self-chosen play, to help her make changes that improve outcomes for children. The childminder chooses topics to research and makes appropriate use of this newly gained knowledge to develop her skills. For example, she has learned more strategies to support children's communication and language effectively.

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Quality of teaching, learning and assessment requires improvement

The childminder assesses and monitors children's progress accurately, to identify any gaps in learning. However, she does not always plan activities or provide the required support during their play that consistently match their learning needs and provide a good level of challenge. For example, older children make marks with pens on balloons and colour flags with crayons, but the childminder does not encourage them to think about what they are drawing or writing. As a result, children scribble briefly without thought or concentration before quickly moving on to something else. Children do not know what toys are available and are unaware of with what they can choose to play. This means they only play with the sometimes-limited resources the childminder sets out, and become unfocused and boisterous when they lose interest in these. Nevertheless, the childminder enthusiastically supports children's imaginative play. For instance, she makes a pirate ship from cardboard

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Quality of teaching, learning and assessment requires improvement

boxes and children have great fun pushing each other around and finding 'treasure'.

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Personal development, behaviour and welfare require improvement

The childminder sometimes gives children mixed messages about what is and is not acceptable, which does not help them understand her expectations and learn good social skills. For instance, when children take toys from their friends, the childminder does not reinforce children's understanding of behavioural expectations. The childminder forms positive relationships with children, which helps them to settle quickly. Children learn to use good manners and confidently take responsibility for their own care needs, such as opening their food packets. The childminder promotes children's health well overall. However, she does not teach them about the importance of good health and hygiene, to help them understand routine tasks, such as handwashing.

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Outcomes for children require improvement

Children develop some useful skills to assist them in the next stage of their learning but they do not consistently receive enough challenge or motivation to make as much progress as they could. For example, they have few opportunities to recognise numbers and do not always concentrate. Children develop good physical skills, such as learning to use scissors. They are imaginative and communicate their ideas with confidence.

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Setting details

Unique reference number EY488738 Local authority Torbay Inspection number 1021556 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 4 Number of children on roll 6

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015 and lives in Paignton, Devon. She offers care on Monday to Friday from 7.30am to 5.30pm, all year round. She calls the setting Caterpillars and Butterflies Childcare.

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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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