Childminder EY244797

Inspection date

Previous inspection date 9 July 2018 1 May 2014

p.1

3

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

p.1

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

 Although the childminder observes children, she does not make routine and precise assessments of their development to help her swiftly address any areas where children make weaker progress, to close gaps promptly.  The childminder does not consistently plan activities and target her teaching based on what individual children need to learn next. As a result, some activities lack challenge. Children do not make the progress of which they capable.  The childminder does not regularly update parents about their children's current levels of achievement. She does not routinely provide parents with information about children's next steps in learning to help them guide their children's learning at home.  The childminder does not target professional development opportunities to address weaker aspects of her teaching and assessment systems to help her promote good outcomes for children.

p.1

It has the following strengths

 Children enjoy the warmth and care the childminder shows them. They enjoy cuddles and jokes. The childminder helps children to behave well and gain good social skills.  The childminder ensures children are physically comfortable. They play in a safe and welcoming environment. For instance, she makes sure children drink plenty of water during the hot weather and regularly checks whether children need nappy changes.  The childminder focuses support on helping children gain self-care skills, such as feeding themselves and using the toilet independently.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

p.2

Due Date

 use assessment accurately and regularly to identify and address any weaker areas of children's progress and close gaps promptly 27/08/2018

p.2

Due Date

 plan and target challenging activities that enable children to make consistently good progress 27/08/2018

p.2

Due Date

 share precise assessments of children's progress with parents and routinely provide information about how they can shape children's learning at home. 27/08/2018

p.2

Due Date

To further improve the quality of the early years provision the provider should:

p.2

Due Date

 improve skills and knowledge to focus on improving the quality of teaching and strengthen assessment and planning to support children's future learning and achievements.

p.2

Inspection activities

 The inspector observed activities and spoke to the childminder and children at appropriate times.  The inspector viewed a range of documentation, such as safeguarding procedures and the childminder's paediatric first-aid certificate. She discussed assessment and planning with the childminder.  The inspector observed the quality of teaching, and she and the childminder jointly evaluated the effectiveness of the childminder's interactions with children.  The inspector checked the evidence of the childminder's training.  The childminder discussed the views of parents.

p.2

Effectiveness of the leadership and management requires improvement

Although the childminder has completed all the mandatory training, she has not given consideration to improving her knowledge around assessment and strengthening her teaching skills, to help raise outcomes for children. This means some activities and teaching lack the challenge children need to make good progress. Nevertheless, the childminder recognises the strengths in her practice and can identify the areas where she needs to improve through her evaluation. Although the childminder has built warm relationships with parents, she does not involve them successfully in their children's learning. However, she uses daily discussions with parents to help her provide continuity in children's care and informs them of their children's activities. Safeguarding is effective. The childminder knows how to identify and report any child protection concerns. The childminder effectively carries out regular risk assessments on her home and outings to

p.3

Quality of teaching, learning and assessment requires improvement

The childminder does not consistently use accurate assessments of children's development to plan activities well to continually build on what children already know and can do. As a result, teaching does not sufficiently focus on helping her quickly close any emerging gaps in children's development, and not all activities provide sufficient challenge. However, the childminder does provide children with a range of interesting play opportunities that they enjoy. She chats to children as they play and makes some suggestions that support children to try out new skills, such as when using play dough cutters. She reads children books and encourages children to learn to name animals.

p.3

Personal development, behaviour and welfare require improvement

Weaknesses in teaching, assessment and planning mean children do not regularly display thinking skills and the interest and motivation to learn. Although they enjoy exploring the wide range of toys on offer, activities do not consistently extend their learning. Children are happy and settled. The childminder helps children learn how to keep themselves safe and healthy. For example, they wash their hands before mealtimes and have plenty of opportunities for exercise and fresh air. The childminder helps children learn to value each other's differences She nurtures their sense of belonging. For instance, children celebrate their birthdays together and learn about other cultural festivals.

p.3

Outcomes for children require improvement

Children do not receive enough planned support to help them make good progress. Gaps in their progress do not close quickly enough due to the lack of consistent challenges. Young children generally engage in activities well, but they occasionally lose interest when the childminder does not reshape the task well enough to keep their attention and develop their concentration. Children do learn some basic skills to help prepare them for the next stage in their learning, including their eventual move to school. Younger children explore using their senses. They paint, draw, and use play dough.

p.3

Setting details

Unique reference number EY244797 Local authority Northamptonshire Inspection number 1087174 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 5

p.4

Telephone number

The childminder registered in 2003. She lives in Towcester, Northamptonshire. The childminder operates all year from 7.30am until 6pm from Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5