Childminder EY541921

Inspection date

Previous inspection date 11 May 2018 Not applicable

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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 and his assistants do not consistently meet the individual needs of babies. Babies are, on occasion, left strapped in highchairs or bouncy chairs, with little interaction. As a result, sometimes babies become frustrated or fall asleep.  The childminder does not fully support his assistants to enhance the quality of their teaching.  The childminder makes a written record of accidents. However, these are very brief and do not give sufficient detail of how the accident happened. As a result, parents are not appropriately informed how their child sustained an injury

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It has the following strengths

 The childminder and his assistants develop children's communication and language skills well. For example, they use conversation, rhymes and songs to help children to develop their language skills. Children are eager to answer questions and are confident communicators.  Partnerships with parents are good. The childminder shares information frequently with parents about children's activities and provides ideas on how parents can support their children’s learning at home.  The childminder completes daily checks on all areas of the premises to ensure they are safe and suitable. The childminder and his assistants supervise children well and manage any unwanted behaviour sensitively. As a result, children are kind to each other, they share toys and take turns.

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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

 support babies’ personal, social and emotional development, for example, by giving them one-to-one time or by positioning high chairs so they can watch children playing. 15/06/2018

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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

 ensure that children make good progress in their learning and development by improving assistants’ teaching skills, for example, by supporting them to access relevant training  put in place appropriate arrangements for the supervision of assistants to improve their personal effectiveness  improve the system for recording accidents so that parents are fully informed of how accidents have occurred.

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Inspection activities

 The inspector spoke to the childminder and his assistants at suitable times during the inspection.  The inspector observed activities, both inside and outdoors.  The inspector held a meeting with the childminder. She looked at relevant documentation, including evidence of the suitability of assistants.  The inspector carried out a joint observation with the childminder.  The inspector looked at children's records, the assessments of children's progress, planning documentation and the childminder's self-evaluation form.  The inspector took account of the views of parents from written feedback provided.

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Effectiveness of the leadership and management requires improvement

The childminder does not effectively monitor the performance of his assistants. He does not recognise when they do not promote children's learning. As a result, assistants’ learning needs are not identified, so that they can deliver high-quality learning activities. Toddlers and pre-school children benefit from a suitable range of activities which promote their learning and development. The system used for monitoring and tracking children's progress shows that all children are progressing at expected levels. The childminder takes account of feedback from parents and children when considering ways to improve. Safeguarding is effective. The childminder and his assistants are aware of the possible signs and symptoms of abuse. They know the procedures to follow if there are any concerns about a child’s well-being. This helps to protect children from harm.

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Quality of teaching, learning and assessment requires improvement

The childminder and his assistants spend most of their time carrying out activities with the toddlers and pre-school children. Babies receive little interaction from the childminder or his assistants during learning activities with toddlers and pre-school children. For example, babies sit in highchairs facing away from the activities and become frustrated or fall asleep. The childminder provides a range of meaningful activities that cover the areas of learning. For example, children develop their mathematical skills, along with creative skills, as they mix ingredients to make gingerbread biscuits. The childminder adapts the activity well to ensure that toddlers can take part in the activity. However, he does not give babies the opportunity to become involved. Children have lots of opportunities to count and use their verbal skills. For example, they count the cups of ingredients used to make the gingerbread biscuits.

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Personal development, behaviour and welfare require improvement

The childminder maintains ratios. However, he does not consistently meet the needs of babies. Children manage their personal hygiene and self-care well. They show respect for their friends as they wait patiently to take turns in choosing a toy to sing about. They eagerly join in with the nursery rhymes and action songs, which promotes their language skills. Adults are nurturing in their approach, which gives children a good sense of belonging. For example, the childminder supports toddlers in joining in with the action songs. All children, including babies, benefit from fresh air in the well-resourced outside play area. As a result, children's physical development is promoted most of the time.

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Outcomes for children require improvement

The childminder has a suitable understanding of how children learn and develop. However, he does not always support his assistants sufficiently to help them fulfil the requirements of their role. Furthermore, babies’ needs are not always prioritised. Pre- school children develop independence in their self-help skills. They competently put on their boots and mud suits for outside play. The childminder knows the children well and he is accurate in his assessments of what children can do and what they need to learn next. Pre-school children are well-prepared for their transitions to school.

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Setting details

Unique reference number EY541921 Local authority Cheshire East Inspection number 1124739 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 9 Total number of places 18 Number of children on roll 10

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2017 and lives in Macclesfield, Cheshire. He works with up to two assistants at any time. The childminder operates his provision on weekdays, all year round, between the hours of 7am and 7pm, except for family holidays. He provides funded early education for two-, three- and four-year-old children.

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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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