Childminder EY487141

Inspection date

Previous inspection date 19 October 2017 Not applicable

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 The childminder lacks a good enough understanding of the early years foundation stage requirements. Children fail to make good progress from their developmental starting points.  Assessment of children's learning is inaccurate. The childminder does not recognise all gaps in children's learning to quickly target them with tailored support to help children catch up. The progress check she completes for two-year-olds does not accurately reflect children's learning to identify where additional support may be required.  The childminder does not routinely plan or provide challenging activities and individual support for each child, to build on their next steps in learning, particularly for speaking and mathematics. For example, she is aware of children's delayed mathematical development but does not use numbers and counting frequently enough to support children's understanding.  Partnerships with parents are not effective. The childminder does not always share or

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This provision is inadequate

request information about children's routines, health and learning, or share accurate information about their progress. She does not work closely with parents to enable a shared approach to children's care and development.  The childminder does not seek support or advice from other professionals to ensure children receive the input they need to close gaps in their development and progress.

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It has the following strengths

 The childminder is kind and friendly. Children settle quickly and arrive happily and with confidence.

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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 the accuracy of assessments of children's development, including the progress check for two-year-old children, to identify and close any gaps in learning quickly 30/11/2017

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Due Date

 improve planning to target teaching and activities at each child's developmental stage, particularly for speaking and mathematical skills, to routinely engage them in challenging activities that help them to make good progress 30/11/2017

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Due Date

 improve partnerships with parents to routinely exchange accurate information about children's health, routines and learning needs, including when children first start, to ensure consistency in their care and development 30/11/2017

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Due Date

 seek support from relevant agencies when required, to ensure that all children receive the individual support they need, to close any gaps and help them make good progress in their learning. 30/11/2017

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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 children with more individual attention and interaction during their play, to develop and increase their communication and language.

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Inspection activities

 The inspector observed children as they explored the available toys and resources, and watched the interactions between them and the childminder.  The inspector took account of the views of children, and of their parents' written feedback.  The inspector held discussions with the childminder at appropriate times during the inspection, to assess her understanding of the requirements of the early years foundation stage.  The inspector sampled a range of documentation, including self-evaluation, children's learning records, and training and qualification certificates.

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Effectiveness of the leadership and management is inadequate

Safeguarding is ineffective. The childminder does not have a good knowledge of her responsibilities to fulfil the early years foundation stage requirements and meet children’s learning needs effectively. She does not successfully follow her policies to establish close partnerships with parents to provide continuity for children. For example, although she shares some information with parents, the childminder fails to discuss areas of children’s learning and development where they are not making expected levels of progress. The childminder recognises the signs and symptoms of abuse and knows the appropriate action to take should she have a concern about a child. The childminder evaluates some aspects of her teaching. For instance, she has completed training to help her understand and manage children's behaviour more effectively, and has plans to make better use of gardening activities to teach children where food comes from. The childminder does not

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Effectiveness of the leadership and management is inadequate

work effectively with parents and other professionals to ensure gaps in children's learning close promptly. Her understanding of children's stages of development are inaccurate to ensure children receive the support they need.

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Quality of teaching, learning and assessment is inadequate

The childminder does not accurately monitor children's progress. This means she does not recognise significant developmental delays, to enable her to plan targeted and challenging activities or seek the necessary support to build on children's next steps in learning. For example, although she talks to children regularly, she provides little encouragement for them to speak. She often asks questions which only require children to shake or nod their head. Children do not develop good language skills and gaps in learning do not close quickly enough. Furthermore, the childminder does not work with outside agencies to target delayed development, to ensure children receive the necessary intervention they need to make improved progress. The childminder fails to share accurate information with parents about children's learning, to enable them to work together, to provide complementary experiences that help children make good progress. She does not obtain

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Quality of teaching, learning and assessment is inadequate

detailed information from parents at the start, to help her build a picture of what children can already do before they attend, to ensure initial planning and activities target their needs appropriately. The information she provides in the progress check for two-year-olds is inaccurate, meaning parents and other professionals are not made aware of any potential development delays. Children develop some good physical skills, such as developing control as they recreate yoga positions and hold a pencil in the correct grip when drawing.

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Personal development, behaviour and welfare are inadequate

The childminder knows children's interests and makes them feel welcome, such as by getting out toys and resources she knows they particularly like. Children are content and feel comfortable in the childminder's care, and enjoy exploring a suitable range of toys. They listen to the childminder's instructions and learn to share and take turns with their friends. However, the childminder's lack of understanding of the learning and development requirements means that children do not routinely have opportunities to think and talk about their play. Children do not receive the individual attention and interaction or encouragement they need to be motivated and keen learners. The childminder's weak partnership with parents and other professionals means gaps in children's learning do not close promptly.

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Outcomes for children are inadequate

Children do not make enough progress across all areas of learning due to poor support, and monitoring of and planning for their development. For example, they make marks with pencils but, with little adult encouragement or interaction, they lose interest and find alternative toys with which to play. Children do not receive enough individual support to encourage them to speak, to build their vocabulary and share their ideas. They do not learn about and use mathematics due to weak teaching. Children confidently make choices in their play and willingly participate in adult-led activities. However, they do not develop all the necessary skills that will help them become ready for the next stage in their learning, including school.

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Setting details

Unique reference number EY487141 Local authority Devon Inspection number 1010348 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 4 Number of children on roll 4

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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 Exeter, Devon. She offers care on Tuesday and Thursday, and on some Wednesdays and weekends, as required. The childminder calls her setting Kare Bear 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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