Childminder EY408778

Inspection date

Previous inspection date 3 May 2018 17 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 use his observations of children's learning and development to plan for and monitor children's ongoing progress. As a result, children's next steps in learning are not fully supported.  Teaching is variable. The childminder does not always maximise opportunities to engage children in purposeful play and ensure they are successfully challenged. This means children make steady rather than consistently good progress in their learning.  The childminder does not encourage parents to share information about what children already know and can do when they first start attending. This means that he does not have enough information to accurately plan for children's learning from the outset.  Self-evaluation is not rigorous enough to drive improvement and ensure any training needs are identified. It is not focused consistently on improving outcomes for children.

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It has the following strengths

 The childminder has a warm, nurturing personality and children form secure attachments to him. He is attentive to their individual care needs and routines.  Children enjoy healthy snacks, meals and regular outdoor play opportunities, which suitably promotes their good health.  The childminder has formed positive relationships with parents. He gains their views through questionnaires, which makes them feel valued and listened to. Parents speak highly of the childminder.

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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

 use information gained from observations and assessments to plan experiences across all areas of learning that help children to make good progress towards their next steps in development 25/05/2018

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Due Date

 improve the quality of teaching and consistently engage children in purposeful play and suitably challenging activities. 25/05/2018

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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

 increase the information gathered from parents at the start to more accurately assess children's initial starting points and plan activities that build on what they already know and can do  strengthen the use of self-evaluation to identify training needs and make improvements that will help to raise the quality of teaching and outcomes for children.

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Inspection activities

 The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector spoke to children during the inspection.  The inspector observed the childminder during an adult-led activity and jointly evaluated this with the childminder.  The inspector took account of the written views of parents expressed in letters read during the inspection.

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Effectiveness of the leadership and management requires improvement

The childminder does not always effectively promote children's learning and development. While self-evaluation is undertaken, it lacks the rigor needed to check the impact of teaching and ensure that learning and development requirements are met consistently. Consequently, weaknesses in practice are not always identified and addressed. The childminder completes mandatory training, such as first aid. However, he does not target professional development opportunities to enhance children's learning experiences, develop his teaching skills and improve children's outcomes. The arrangements for safeguarding are effective. The childminder is secure in his knowledge of how to deal with any concerns regarding the welfare of a child in his care.

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Quality of teaching, learning and assessment requires improvement

Although the childminder knows the children well, he does not use what he knows to plan and provide challenging and enjoyable experiences. He does not gather detailed enough information from parents when children start attending to help him accurately identify children's skills and abilities at the outset. Nevertheless, the childminder understands how children learn and develop. He interacts with children and plays alongside them. He prepares activities that he knows children will enjoy and gain some learning from. However, these are not always well matched to children's individual stages of development, to help them make consistently good progress. Children enjoy colouring in pictures of their favourite film characters. They learn some new skills. For example, the childminder reinforces emerging mark-making skills as he encourages children to draw lines and circles. He talks about the mixing of yellow and blue to make green, which

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Quality of teaching, learning and assessment requires improvement

fascinates older children. The childminder completes the progress check for children between the ages of two and three years, and shares this with their parents.

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Personal development, behaviour and welfare require improvement

Weaknesses in teaching mean that children's personal development is not always best supported. However, the childminder forms warm relationships with children. This helps them to feel valued and secure, and they are happy in his care. Children's physical well- being is promoted appropriately. Their individual care needs are met effectively. For example, nappies are changed regularly, and tired children are helped to sleep. The childminder is a positive role model. Children learn to share and their behaviour is appropriate for their age. They receive lots of praise and encouragement, which helps to support their developing confidence and sense of self-esteem.

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Outcomes for children require improvement

Children are making some progress in their development. They show positive attitudes to learning and are acquiring some key skills in readiness for school. For example, they are developing some early literacy skills as they mark make and draw lines and circles. However, weaknesses in the quality of teaching and assessment mean that children do not consistently make the progress of which they are capable.

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Setting details

Unique reference number EY408778 Local authority Nottinghamshire Inspection number 1105098 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 17 December 2014

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Telephone number

The childminder registered in 2010 and lives in Sutton-in-Ashfield. He operates Monday to Friday, all year round, from 7am to 6pm, except for bank holidays and family holidays. The childminder works with another registered childminder.

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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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