Childminder EY500917

Inspection date

Previous inspection date 16 June 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's assessment of children's learning is not effective. She does not plan challenging learning experiences for children to support their good progress.  The childminder does not gather information from parents about their children's capabilities when they start. She also does not identify children's starting points on entry to her setting.  The childminder does not share detailed information with parents that enables them to guide their children's learning at home.  The childminder has not identified or addressed all the weaknesses in her practice to help provide good learning experiences for children.  The childminder does not use the information provided to her from the staff at other settings children attend, to help promote continuity in children's learning.

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It has the following strengths

 The childminder teaches children about different people and communities generally well. For instance, she helps children show respect for those who have different beliefs to their own. Children learn about the customs of celebrations, such as weddings.  The childminder meets children's care needs well. Children have a close relationship with the childminder.  The childminder effectively promotes children's healthy lifestyles. She provides nutritious food and opportunities for daily physical play outside.

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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

 improve ongoing assessment to identify children's achievements, stage of development, learning styles and next steps, and use this to plan challenging activities that support children to make good progress 16/09/2018

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Due Date

 develop the information sought from parents about their children's capabilities when they start, to identify children's stage of development and interests, and use this to plan for children's learning from the outset 16/09/2018

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Due Date

 engage parents more in children's learning and provide them with detailed information about their children's progress and next steps, to help them guide their children's learning at home. 16/09/2018

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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

 improve self-evaluation to identify and address all weaknesses in practice swiftly and raise the quality to a good standard  make better use of the information gathered from staff at other settings children attend, to help promote continuity in children's learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, 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 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 written feedback provided.

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Effectiveness of the leadership and management requires improvement

The childminder's evaluation is not accurate. It does not lead to swift action to tackle the weaknesses in her practice, such as her assessment and planning of children's learning. The childminder does seek parents' feedback. She has continued to develop the outings offered to children using their suggestions. The childminder completes a range of training. She makes effective use of the knowledge and skills gained to inform her practice. For example, the childminder understands boys prefer to learn outside and she promotes this well in her daily routines. The childminder has formed working relationships with the staff at other settings children attend. She gains very detailed information about children's learning from them but does not use this to inform her own planning. Safeguarding is effective. The childminder attends child protection training. She is knowledgeable about how to report concerns about a child's welfare. The childminder effectively minimises

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Quality of teaching, learning and assessment requires improvement

The assessment of children's starting points is not robust. The childminder does not use her observations to identify children's stage of development on entry. She does not gather information from parents about what their children know and can do. The childminder observes children's learning. However, she does not assess her observations to plan challenging learning experiences for them. Children do not quickly develop all the skills they need for the next stage in their learning. The activities the childminder does provide are varied and children enjoy them. For example, she bakes cakes with children. The childminder teaches younger children to listen, grasp spoons to mix ingredients and take turns. She encourages older children to weigh items for the cake and count eggs.

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Personal development, behaviour and welfare require improvement

The childminder has close relationships with parents and talks to them regularly about children's activities and care needs. However, the information she provides to them does not support parents to guide their children's learning at home effectively. Children are developing different ways of learning, such as exploring using their senses. However, the childminder does not consider children's learning styles in her planning to help guide them fully in her teaching. The childminder effectively manages and promotes children's positive behaviour. She teaches children how to follow rules, such as being kind to others. Children are developing their independence. They can complete small tasks by themselves, such as cracking eggs into a cup.

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Outcomes for children require improvement

Children's outcomes are not yet good. The childminder does not plan precisely for children's learning to help them make good progress. Despite this, children learn some skills. They can recognise colours and predict what will happen when they mix them together. Younger children have a keen interest in books and enjoy turning the pages while the childminder reads to them. Children are developing a wide range of vocabulary.

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Setting details

Unique reference number EY500917 Local authority Staffordshire Inspection number 1054031 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016 and lives in Stone, Staffordshire. She operates all year round, except for family holidays. The childminder provides before- and after-school care and holiday care from Monday to Friday for school-aged children. On a Saturday she cares for early years children from 7.30am to 5.30pm.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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