Childminder in Worcestershire

Inspection date 19 October 2018 Previous inspection date 11 February 2015

p.1

3

Previous inspection: Requires improvement

p.1

3

Effectiveness of leadership and management Requires improvement

p.1

3

Quality of teaching, learning and assessment Requires improvement

p.1

3

Personal development, behaviour and welfare Requires improvement

p.1

3

Outcomes for children Requires improvement

p.1

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

n The childminder does not always make the most precise assessments of children's learning, including the written progress check for children aged between two and three years. Children do not consistently benefit from good-quality learning experiences that consider their age, stage and individual development needs. n The childminder does not always provide children who haave special educational needs and/or disabilities the targeted support they require to continually progress well. n The childminder does not yet focus professional development sharply enough on developing her teaching skills. Therefore, she does not consistently promote outcomes for all children at a good level. n The childminder does not reflect as carefully as possible on the quality of teaching and children's progress. She has failed to take effective action to address all weaknesses to help further improve.

p.1

It has the following strengths

n The childminder has a sound understanding of her safeguarding responsibilities. She effectively implements a range of records, documents and policies that helps to promote children's safety and welfare. n The childminder is kind, caring and sensitive to children's care needs. She gets to know children and their families well from the start. Children are generally content and relaxed attending. n The childminder shares basic two-way information with parents in a range of ways. This helps to foster some continuity between the setting and home. For example, parents particularly comment that they are more than happy with the care provided.

p.2

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date make more precise assessments of children's learning, including the written progress check for children aged between two and three years and use the information obtained to shape activities so that all children benefit from good-quality learning experiences 03/12/2018

p.3

What the setting needs to do to improve further

provide children who have special educational needs and /or disabilities more targeted support to help narrow achievement gaps 03/12/2018

p.3

What the setting needs to do to improve further

improve professional development and focus more sharply on developing teaching to promote outcomes for all children at a good level. 03/12/2018

p.3

What the setting needs to do to improve further

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

p.3

What the setting needs to do to improve further

n reflect more carefully on the quality of teaching and children's progress and take effective action to address all weaknesses to help further improve.

p.3

What the setting needs to do to improve further

Inspection activities n The inspector observed teaching practice and conducted a joint observation with the childminder. n The inspector viewed the areas used for childminding and held discussions with the childminder. n The inspector looked at the documents, records, policies and procedures available. n The inspector checked evidence of the suitability and qualifications of the childminder. n The inspector sought the views of parents from the written evidence provided.

p.3

Effectiveness of leadership and management requires improvement

The childminder's professional development is not good enough. Despite the fact the childminder is well qualified she does not focus as well as possible on further developing her teaching skills. Therefore, outcomes for children are not consistently good. Nevertheless, the childminder keeps some of her skills up to date, including safeguarding and first-aid. This has a positive impact on the quality of care provided. The arrangements for safeguarding are effective. The childminder conducts rigorous risk assessments, which helps to minimise potential hazards. The childminder can identify and knows how to manage child protection concerns in an appropriate way. This helps to protect children from harm. However, overall, self-evaluation is not strong enough. The childminder does not have a good enough overview of the quality of teaching or the progress children make. Therefore, she is unable to achieve good standards.

p.4

Quality of teaching, learning and assessment requires improvement

Teaching is not consistently strong. The childminder does not always make accurate assessments of children's development. This includes the required written summary of development for children aged between two and three years. This means that planned activities do not always captivate children's interests or take full account of their individual learning needs. Nevertheless, overall, the curriculum is generally broad and children have access to some activities that promote different aspects of their development. For example, children particularly enjoy imaginative and creative activities, such as making collages, pretend play with baby dolls and exploring playdough.

p.4

Personal development, behaviour and welfare require improvement

Due to the weaknesses in the quality of teaching and activities planned, children are not highly motivated learners. They get easily distracted and do not always fully engage with the learning experiences available. On the other hand, the childminder promotes children's physical well-being. She offers children healthy snacks and she talks to parents about the importance of a good diet. Children can take part in activities where they talk about the benefits of eating well. The childminder also fosters good cleanliness regimes. For example, children frequently wash their hands. The childminder promotes being respectful and kind to others in her home. She manages behaviour effectively and promotes her house rules in a positive way. Children behave well and particularly enjoy helping the childminder with small tasks, such as preparing snack.

p.4

Outcomes for children require improvement

Children do not always progress as well as possible. This includes children who have special educational needs and/or disabilities who do not consistently benefit the help and support they require to reach their full potential. Nevertheless, children are fairly confident and independent. They make some choices about what they want to do and begin to manage their own care needs. Children can play alongside others and learn to share resources with some guidance. Children learn to listen and follow some simple instructions. They can also communicate their wants or needs and express themselves in some ways. Overall, children are developing some of the basic skills they need ahead of moving on to school.

p.4

Setting details

Unique reference number EY298861 Local authority Worcestershire Inspection number 10067549 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 3 - 10 Total number of places 6 Number of children on roll 4 Date of previous inspection 11 February 2015

p.5

Registers

The childminder registered in 2005 and lives in Kidderminster, Worcestershire. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 qualification in childcare. She provides funded early education for three- and four-year-old children.

p.5

Registers

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.5

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.5

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Registers

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.6

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.6

Registers

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

p.6