Childminder 202439

Inspection date

Previous inspection date 24 August 2017 16 January 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's monitoring of children's progress and activity planning is not fully effective. She does not consistently make accurate assessments to support all children to make good progress and to identify and address any gaps in their learning. This includes the progress check for children aged between two and three years.  The childminder's partnerships with the other early years settings that children attend are not fully established to promote consistency in children's learning and development.  The childminder does not always give children enough time to respond to her questions before she answers them herself.

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It has the following strengths

 Children behave well and build warm relationships with the childminder. She praises their achievements and encourages children's efforts, helping to promote their confidence and sense of self-esteem.  Children benefit from spending time at local community groups. They learn about the world around them and develop social skills as they play alongside other children.  Children learn to adopt healthy and safe lifestyles. They are physically active and eat healthy food. Children confidently learn to manage personal hygiene routines.  The childminder has established positive partnerships with parents. She obtains useful information about children's medical and care needs and provides parents with a daily account of their children's routines and activities. Parents make complimentary comments about the happy and caring environment that the childminder provides.

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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

 complete accurate assessments of children's learning to gain a better understanding of their levels of achievement, identify all gaps in their learning and plan ways to support them to make good progress 24/10/2017

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Due Date

 develop knowledge and understanding of the progress check for children aged between two and three years and ensure these are completed and shared with parents. 24/10/2017

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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

 strengthen partnerships with other early years settings that children also attend to promote greater continuity in children's learning and development  provide more time for children to communicate their own thoughts, understanding and ideas in response to questions.

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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 reviewed a focused activity with the childminder and discussed the children's progress and achievements.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at relevant documentation and evidence of the suitability of the childminder and persons living in the household.  The inspector took account of the views of parents from the written comments obtained by the childminder.

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Effectiveness of the leadership and management requires improvement

The childminder has returned to minding children in the early years age group after taking a break for a few years. She has evaluated her service and has identified the need to update her knowledge and skills in relation to the learning and development requirements. The childminder does not consistently assess and monitor all of the children's achievements to make sure that no child gets left behind. Nevertheless, she has completed the mandatory training and is vigilant about promoting children's health and safety. The arrangements for safeguarding are effective. The childminder understands the procedures to follow if she has concerns about a child. She takes appropriate action to ensure that risks in the environment are minimised. There are currently renovations taking place in the garden and in the hallway of her home. The childminder ensures that children are closely supervised while they play outdoors and as they walk up and down the stairs.

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Quality of teaching, learning and assessment requires improvement

The childminder has started to make some observations of children's learning to enable her to have an adequate awareness of their capabilities. However, she does not routinely use her observations to plan, assess and track every child's progress from their starting points. The childminder does not make certain that a summary report is completed when children are aged between two and three years. She has not yet found successful ways to share information when children attend other settings. This means that she is not fully able to complement what children are learning elsewhere, such as at pre-school. Although interaction is lively and friendly, children do not always have enough time to think about how to respond to questions and comments from the childminder. This means their thinking and communication skills are not developing as rapidly as possible.

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Personal development, behaviour and welfare are good

Children are happy, settled and show a strong sense of belonging. They confidently move around the house and garden, deciding what to do. Children learn to manage tasks for themselves. For example, they tidy away their toys and put on their shoes. While on outings, the childminder teaches children to keep themselves safe. She talks to them about road safety and makes sure that they remain within her sight and hearing.

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Outcomes for children require improvement

Weaknesses in teaching and assessment mean that not all children are successfully supported to make good progress from their starting points. Despite this, children are generally working within the range of development that is typical for their age. They gain a range of basic skills to prepare them for the next stage of their education, including their eventual move on to school. Children develop some mathematical skills and discuss shapes, numbers and colours as they experiment with play dough and paint. They show an interest in books and puzzles. They use paint brushes, pencils and chalks to develop early writing skills.

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Setting details

Unique reference number 202439 Local authority Essex Inspection number 1110320 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 16 January 2015

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Telephone number

The childminder registered in 1999. She operates all year round, from 7am until 6.30pm, Monday to Friday, except for bank holidays and family holidays agreed in advance.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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