Childminder EY291049

Inspection date

Previous inspection date 14 December 2017 25 November 2014

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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 does not provide effective supervision and coaching for her assistants to help them develop their knowledge of how children learn, and improve the quality of their teaching.  The childminder does not assess children's progress to provide an accurate picture of how well they are doing in relation to their starting points and expected levels of development and ensure that children are making the best possible progress.  The childminder has not been sufficiently proactive in her ongoing professional development to ensure that she keeps up to date with best teaching practice.  The childminder does not evaluate the quality of the provision effectively to help identify and target all areas for improvement to benefit the children.

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It has the following strengths

 The childminder provides a welcoming and homely environment. There is a choice of resources so children can decide what they would like to do, which helps them engage in purposeful play.  The childminder is kind and caring. Children form positive relationships with the childminder and develop friendships with other children.  The childminder builds friendly partnerships with parents that enables a two-way flow of information. Parents comment positively on the quality of the service they receive and their children are happy, settled and making progress in their learning.

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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 quality of the supervision and coaching provided for assistants, to ensure they develop their knowledge of how children learn and improve the quality of their teaching 14/01/2018

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Due Date

 ensure that ongoing monitoring is used to assess how well children achieve in relation to their starting points and their expected levels of development, and use this information to plan activities more tailored to children's individual needs. 14/01/2018

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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

 take advantage of professional development opportunities to update and enhance understanding of best teaching practice  make good use of self-evaluation to develop practice and improve outcomes for children.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside, and assessed the impact this has on children's learning.  The inspector spoke with the childminder, assistant and children at appropriate times during the inspection. She evaluated a focused activity with the childminder.  The inspector looked at relevant documentation and children's records. She discussed the childminder's policies and procedures.  The inspector checked evidence of the suitability of the childminder, her assistants and other household members.  The inspector took account of the views of parents provided through the childminder's parental survey.

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Effectiveness of the leadership and management requires improvement

The childminder does not evaluate the quality of her provision or children's progress sufficiently to set high expectations and drive improvements. She takes some positive steps to update her childcare knowledge, including online research. However, she has not been proactive in continuing with her professional development. The childminder does not do enough to support her assistants to develop their practice and ensure they are fully informed of how to continuously support children's progress. The arrangements for safeguarding are effective. The childminder and assistant have a suitable knowledge of child protection procedures. They understand what to do should they have a concern about the welfare of a child. Children are supervised well and cared for in a safe and secure environment.

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Quality of teaching, learning and assessment requires improvement

Children are suitably occupied and they choose what they would like to do. The childminder observes children while they play and has a suitable understanding of where they are in their development. The required progress check for children between the ages of two and three is completed and shared with parents. However, the childminder does not consistently assess how well all children achieve in relation to their starting points and expected levels of development. Although the childminder uses some good teaching skills, her assistant is not always clear about what they need to do to help children learn. This means the childminder and her assistant do not consistently provide targeted learning opportunities so all children make the best possible progress. The childminder talks to children as they play and provides new vocabulary at appropriate times. Children enjoy creative activities, handling tools with increasing control.

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Personal development, behaviour and welfare are good

The childminder takes time to settle new children. She follows children's routines for meals and sleeping so that there is consistency in their care. Children demonstrate they feel secure within the setting. They interact confidently with adults caring for them and visitors. The childminder and assistant are positive role models. Children learn good manners, are kind to each other and behave well. The childminder encourages children and offers them praise for their achievements. She effectively promotes children's health. Children learn good hygiene routines. They have daily opportunities for fresh air and exercise, which helps to promote their physical development and well-being.

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Outcomes for children require improvement

Weakness in teaching means that children do not make enough good progress. Nonetheless, children do acquire basic skills ready for the next stage in their learning, such as nursery or school. For example, the childminder encourages even the youngest children to count objects, compare their size and recognise colours as they play. They have suitable opportunities to make marks and practise their early writing skills. Children are imaginative and communicate their ideas to their friends as they join in role play.

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Setting details

Unique reference number EY291049 Local authority Norfolk Inspection number 1104231 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 8 Number of children on roll 12

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Name of registered person

Date of previous inspection 25 November 2014

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Telephone number

The childminder registered in 2004. She holds a relevant qualification at level 4. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She works with two assistants.

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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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