Childminder EY489664

Inspection date

Previous inspection date 21 December 2017 Not applicable

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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 track children's developmental progress effectively to ensure that she identifies and manages any gaps in learning quickly.  The childminder does not obtain enough information from parents about their children's abilities when they join her setting. This does not help her plan suitably challenging activities for children from the start.  The childminder's self-evaluation is not accurate in identifying weaknesses in her practice. She does not make effective and robust improvements to her practice.

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It has the following strengths

 Children respond well to the childminder's warm and caring nature, and form close emotional bonds with her. This helps them to feel settled and secure in her care.  Children's play areas provide good stimulation. The childminder encourages children to be active and independent. They are able to help themselves to a good range of resources that motivates them to play and learn.  Children benefit from learning about healthy lifestyles. The childminder actively promotes children's physical health and well-being, such as through daily outdoor activities and promoting healthy eating.

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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

 develop the use of observation and assessment to ensure gaps in children's development are quickly identified so that activities can be planned to meet their individual learning needs. 01/03/2018

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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

 gather more information from parents about their children's capabilities when they start attending, and use this information to plan activities more precisely  strengthen the self-evaluation processes, including the views of parents and children, to ensure that areas for development are accurately identified and addressed.

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Inspection activities

 The inspector viewed the areas used for childminding and held discussions with the childminder.  The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector took account of the views of parents through written feedback.  The inspector looked at the documents available, including children's records.  The inspector discussed with the childminder her methods for self-evaluation.

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Effectiveness of the leadership and management requires improvement

The childminder makes assessments of children's development. However, these do not accurately track their progress or identify any gaps in learning swiftly so that she can address these promptly. The childminder's self-evaluation does not clearly identify the strengths or weaknesses of her practice. She does not include the views of parents and children to help her address areas for further improvement to raise the outcomes for children. However, the childminder does give parents regular information about their children when in her care. Safeguarding is effective. The childminder has a suitable knowledge of the potential signs of abuse and how to escalate concerns to the appropriate authorities. She risk assesses her home and outings to help her identify and address any potential hazards. The childminder completes some professional development, such as through online training to help develop her knowledge.

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Quality of teaching, learning and assessment requires improvement

The childminder gathers some information from parents before children start with her. However, this is limited and does not give her a sufficient overview of what children are capable of doing before they start with her. This means she does not plan activities precisely to build on their existing skills. The childminder observes children's learning and development and uses these observations to plan children's broad next steps. The childminder engages in children's play, and during these interactions the quality of teaching is purposeful. For example, younger children spontaneously start to dance and sing to familiar songs with the childminders support. This helps their early communication development. Children are beginning to develop their mathematical skills as they play, for example, they count the number of dinosaurs hidden in a basket or complete shape puzzles.

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Personal development, behaviour and welfare are good

Children settle quickly with the childminder who is caring and attentive to them. They have access to a good range of interesting toys and activities, indoors and outdoors. The childminder encourages children to make independent choices in their play. She offers praise and encouragement as children succeed in their achievements. This helps to build their confidence and self-esteem. Children learn about their own and other people's similarities and differences. For example, they take part in activities which explore festivals of different cultures. Children learn to be sociable, for example, as they go on outings to local toddler and singing groups.

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Outcomes for children require improvement

Weaknesses in how the childminder assesses children's development means they are not making the best possible progress in their learning. However, they are gaining some of the skills needed for their next stage of learning and eventual move on to school. Younger children stay engaged in their play of choice. For example, they use electronic toys pushing the buttons and watch with delight as the lights flash. This helps their early understanding of cause and effect.

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Setting details

Unique reference number EY489664 Local authority Lincolnshire Inspection number 1028869 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 3

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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 Boston, Lincolnshire. She operates all year round, from 6am to 6pm, Monday to Friday, except bank holidays and family holidays.

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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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