Childminder EY405974

Inspection date

Previous inspection date 22 November 2017 21 October 2014

p.1

3

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

p.1

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

 The childminder does not plan or provide a supportive range of challenging activities or experiences. Some children do not make good enough progress in key areas of their learning. For example, the childminder did not make the most of opportunities to model new vocabulary to children, such as naming parts of the body when playing with well- chosen toys or singing action rhymes.  Behaviour expectations for toddlers are not consistently well managed by the childminder, making it difficult for some children to know how to communicate or manage their feelings and behaviour effectively.  The childminder does not reflect thoroughly on the impact of her teaching practice on children's learning, to support her in identifying how to improve it further.

p.1

It has the following strengths

 The childminder underpins good policies and procedures in health and food hygiene, such as through regular training.  Young children develop some good early mathematical concepts and easily manipulate small items. For instance, they enjoy plenty of opportunities to sort shapes and sizes, count objects and make connections as they construct with different toys.  The childminder provides children with a good sense of security and they quickly develop strong emotional attachments to her. Children settle in quickly.  Children use a range of technology competently and for different purposes.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 raise the quality of teaching to a consistently good level so that as children play they develop the skills they need to move forward in their learning and development 31/12/2017

p.2

Due Date

 manage toddlers' behaviour consistently and in appropriate ways so that they understand what is expected of them and learn how to express and manage their feelings and behaviour effectively. 31/12/2017

p.2

Due Date

To further improve the quality of the early years provision the provider should:

p.2

Due Date

 develop the use of reflective practice and self-evaluation to identify strengths and priorities for development and implement ways to further improve the level of progress that children make.

p.2

Inspection activities

 The inspector observed, listened to and talked with children as they played indoors.  The inspector looked at children's records, how the childminder monitored their progress and the information exchanged with parents.  The inspector took account of the views of parents spoken to on the day and reviewed written communication from parents.  The inspector reviewed policies and discussed the procedures relating to children's safety and welfare with the childminder.  The inspector spoke with the childminder about the impact of her training, experience and practice on children's well-being, learning and development.

p.2

Effectiveness of the leadership and management requires improvement

The childminder has made significant improvements in key areas, such as safeguarding and welfare. However, she is less reflective and proactive in identifying ways to improve the quality of her teaching, particularly in adapting to the different needs of toddlers. Safeguarding is effective. The childminder knows how to recognise and respond appropriately to different child protection concerns. Children's safety is her highest priority and she supervises children well. The childminder makes sound risk assessments and uses them to check that play areas are as safe as possible. For example, the premises are secure, hygienic and smoke free. The childminder knows when to report changes in her provision to authorities.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder makes clear baseline and ongoing assessments of children's progress which enable her to accurately identify the next steps in their learning. However, she does not consistently use the information she has to plan suitably challenging activities that help children reach the next steps in their learning promptly. The childminder undertakes little professional development activity to help her raise the quality of her teaching. For example, she does not use a good range of strategies to help children catch up when their speech is delayed. Partnerships with parents are effective. The childminder uses a variety of ways to successfully share information with parents, such as through daily updates and photographs, and more formal online observations and assessments.

p.3

Personal development, behaviour and welfare require improvement

Children of all ages are confident to explore their surroundings and play imaginatively with toys they can easily access. However, the childminder does not consistently provide or use toys and activities effectively, to engage with or follow children's interests. Toddlers become frustrated as boundaries and expectations are unclear. The childminder makes good use of the local community to help broaden children's experiences and social skills. For example, children enjoy playing with friends and siblings in local parks and soft-play centres, and they gain plenty of physical exercise as they investigate outside.

p.3

Outcomes for children require improvement

Not all children make good enough progress in every area of their learning due to inconsistencies in the quality of teaching. Some toddlers do not receive enough challenge across key areas of development, such as communication and language, and managing their feelings and behaviour. However, older children do make good levels of progress in their learning and practise social skills that prepare them well for school and other activities in their community. They develop good language skills, speak clearly and take an interest in rhymes and storytelling. Children play well together across the different age groups.

p.3

Setting details

Unique reference number EY405974 Local authority Wokingham Inspection number 1071240 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection 21 October 2014

p.4

Telephone number

The childminder registered in 2010. She lives in Wokingham, Berkshire. The childminder works from Monday to Friday, for most of the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5