Childminder in Sheffield

Inspection date

Previous inspection date 31 January 2018 5 September 2017

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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

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

 The childminder does not focus her professional development precisely to raise the quality of teaching to a consistently good level.  The childminder does not use assessment effectively to identify what children need to learn next or to plan engaging and purposeful activities. Children do not make good enough progress.  The childminder does not ensure all parents know about their children's ongoing learning and development, to further support learning at home.  The childminder does not provide many opportunities for children to develop their understanding and awareness of other cultures and communities beyond their own.

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It has the following strengths

 Children play and learn in a safe environment. The childminder regularly risk assesses her home to help her identify and minimise any potential risks to children.  Children attend indoor play centres. They have opportunities to develop their confidence, socialise and play with other children of a similar age.  The childminder is a good role model. She supports children to learn to share and take turns. Children respond to appropriate boundaries with encouragement and support. They are learning how to manage their feelings and behaviour well.  Children use the swings, bicycles and scooters in the childminder's garden. They go for walks in the nearby woods and visit the local park. Children have many opportunities to develop their physical skills and get daily fresh air.

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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

 focus professional development more rigorously to understand best teaching practice and raise outcomes for children 30/04/2018

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Due Date

 regularly assess children's learning to identify their individual stage of development and what they need to learn next, and use the information to plan purposeful activities for each child that support their good progress. 30/04/2018

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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

 develop partnerships with parents further to share information effectively about children's learning and provide more consistency for children  increase the range of activities and experiences that helps children to fully develop their understanding of cultures and communities beyond their own.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written and verbal feedback.

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Effectiveness of the leadership and management requires improvement

Since the last inspection, the childminder has started to use self-evaluation to reflect on her practice and she shows a keen commitment to implementing her future development plans. She has completed advanced child protection training and has improved her knowledge of the possible signs and symptoms of abuse. In addition, she has a better understanding of the wider issues surrounding child protection. The childminder knows what to do if she has a concern about the welfare of a child in her care. She has improved her procedures to keep children safe from the possible risks they may face from online technology. Safeguarding is effective. The childminder attends training, such as paediatric first aid, which helps her to protect children's health and well-being. However, the childminder has not focused her professional development to raise the quality of her teaching to a good level. She does not use her assessments effectively to help identify

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Effectiveness of the leadership and management requires improvement

what children need to learn next or support children to make good progress in their learning.

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Quality of teaching, learning and assessment requires improvement

Children have fun and are eager to join in activities. However, the childminder does not consistently assess children's learning to identify their next steps in development. This means that, sometimes, she does not identify and address emerging gaps quickly enough to help children make good progress. The childminder does not consistently plan purposeful activities, which challenge children and focus on what they need to learn next. Consequently, teaching does not always support children's individual learning needs effectively. Despite this, children have access to appropriate resources, which they select to support their role-play ideas. For example, they imitate their own experiences as they pretend to eat their ice cream cones. The childminder works with parents to get to know children on entry. However, she does not inform all parents fully about their child's next steps in learning to support children's learning at home.

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Personal development, behaviour and welfare require improvement

The childminder does not fully support children to be effective learners. Nevertheless, children demonstrate that they have built emotional attachments with the childminder as they leave their parents with ease. They learn the importance of good hygiene routines and sit at the table with their friends to eat their healthy meals and snacks. The childminder supports children to develop their independence skills. For example, she encourages them to carry their bowl back to the kitchen when they have finished eating their fruit. The childminder organises her playroom space effectively to ensure children can make independent choices about their play. Children do not have many opportunities to learn about similarities and difference.

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Outcomes for children require improvement

Due to the inconsistencies in teaching and the lack of assessment, children do not make good enough progress in their learning and development. Nevertheless, they do acquire some skills they will need for their future education. For example, children develop their coordination and small-muscle skills in preparation for early writing.

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Setting details

Unique reference number 300640 Local authority Sheffield Inspection number 1113852 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 5 September 2017

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Telephone number

The childminder registered in 2000 and lives in Richmond, Sheffield. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except for 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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