Childminder EY358546

Inspection date

Previous inspection date 23 April 2018 11 December 2014

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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 consistently observe children's learning and monitor their progress to enable her to understand their levels of achievement and plan suitably challenging experiences.  The childminder has not established a two-way flow of information with other settings that children attend, to support their learning and development more effectively.  The childminder has not focused enough on her professional development to help her raise the quality of teaching further and improve outcomes for children.  The childminder does not use self-evaluation effectively to identify all areas of weakness in her practice.

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It has the following strengths

 Children behave well. The childminder offers clear rules and boundaries to help children learn right from wrong.  The childminder understands how children learn through play. Her positive interaction helps young children to remain interested in learning.  Children are very sociable. They form secure relationships with the childminder and develop special friendships with other children. This supports their emotional well- being.

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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

 observe children's learning more consistently to understand their level of achievement and plan suitably challenging experiences. 14/05/2018

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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

 extend partnerships with other early years settings children attend, to enable all adults involved in children's care to contribute towards their learning and development  focus more sharply on professional development to help further raise the quality of teaching and improve outcomes for children  develop self-evaluation processes to consistently support the accurate identification of weaknesses and contribute towards plans for improvement.

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Inspection activities

 The inspector observed the quality of teaching 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. He 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 the written feedback provided.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder has a good understanding of the signs and symptoms that indicate a child may be at risk of harm. She knows where to report any concerns she has regarding children's welfare. The childminder does not consistently observe children's learning to understand their levels of achievement and use this information to plan suitably challenging experiences. Therefore, children do not make as much progress as possible. The childminder has been slow to improve her professional development and update her knowledge and understanding of early years practice. Self- evaluation is not effective in identifying the weaknesses in her provision to help ensure that children receive the very best-quality learning. However, she regularly talks to parents about ways in which they can support their children's learning at home.

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Quality of teaching, learning and assessment requires improvement

The childminder collects information from parents when their children first start at the setting. This helps her find out about children's routines and interests and plan future learning. However, ongoing observation and assessment of children's learning is too infrequent. Therefore, the childminder is not able to swiftly identify emerging gaps in learning. She cannot fully meet children's individual needs at the earliest opportunity. Some aspects of the childminder's teaching practice are good. She interacts well with children to support their language development. For example, she helps children pronounce words correctly and supports them to repeat words they say.

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Personal development, behaviour and welfare require improvement

The childminder shares care with other providers children attend. However, she does not exchange information about children's next steps in learning and progress. Children learn about the importance of appropriate hygiene routines and a healthy lifestyle. They benefit from healthy snacks and meals. The childminder promotes children's physical skills well. She does this through a variety of experiences, including outings and activities in the local community. Children are happy and settled. Their behaviour is good. The childminder is a positive role model. Children learn to share and take turns through play. They receive lots of praise and encouragement, which helps support their developing confidence and self- esteem. The childminder receives complimentary feedback from parents about the care and learning opportunities she provides.

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Outcomes for children require improvement

Most children are making typical progress in their learning and development. However, irregular observations mean they are not challenged enough in their play to make even better progress in their learning. Children are independent and make their own choices in play. They develop important skills, such as literacy and mathematics. Children count during everyday activities and name the colours during their creative work. They make marks on paper with crayons. These activities go some way towards helping children prepare for their next stage of learning, and their eventual move to school.

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Setting details

Unique reference number EY358546 Local authority Leicestershire Inspection number 1104640 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 11 December 2014

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Telephone number

The childminder registered in 2007. She lives in Sileby, Leicestershire. The childminder operates all year round from 7.30am to 6pm, Monday to Thursday, 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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