Childminder 252448

Inspection date 25 October 2018 Previous inspection date 10 March 2015

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Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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

n The childminder does not have a secure enough knowledge of the wider aspects of safeguarding, such as extremism, to ensure that any concerns about a child's welfare are dealt with swiftly. n The childminder does not consistently monitor children's progress accurately enough. Information from observations of children's progress are not used effectively to identify and plan for their next steps in learning. This does not support their good progress. n Self-evaluation is not rigorous enough to drive improvement and ensure any breaches in requirements are identified. It is not focused consistently on improving outcomes for children. n The childminder has not fully explored ways to extend her knowledge and improve her teaching practice to help children make consistently good progress.

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It has the following strengths

n The childminder has formed positive relationships with parents and shares information about their child's development with them. She gains their views through questionnaires, which helps parents to feel listened to and valued. n The childminder gathers information about children from parents when they first start. She understands children's individual care needs and meets them suitably. n Children enjoy healthy snacks, meals and regular outdoor play opportunities that aid their good health. n The childminder is a good role model. Children understand the childminder's expectations and behave appropriately for their age. The childminder provides children with lots of praise and encouragement, which helps to support their developing confidence and self-esteem.

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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 gain a thorough understanding of all safeguarding matters, including the 'Prevent' duty guidance, to keep children safe from harm 31/10/2018

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What the setting needs to do to improve further

ensure that information from observations and assessments is used more accurately to plan learning experiences that help to meet children's next steps in learning and help children make consistently good progress. 30/11/2018

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n strengthen the use of self-evaluation to identify any breaches to requirements, identify training needs and make improvements that ensure children receive a good-quality learning experience n develop opportunities for professional development in order to improve knowledge and the quality of teaching, to help children make better progress in their learning.

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What the setting needs to do to improve further

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

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Effectiveness of leadership and management requires improvement

Safeguarding is effective. The childminder has robust risk assessment processes to help keep children safe. She gains the views of children and parents to help her evaluate her provision. However, she does not use self-evaluation rigorously to ensure that she continually meets the requirements of the early years foundation stage. The childminder does not reflect in enough depth to evaluate the impact of her teaching on children's progress. Furthermore, she has not implemented a programme of professional development that focuses on raising the quality of her teaching and improving outcomes for children. The childminder is aware of the signs that would concern her about a child's welfare and whom to contact. However, she lacks a wider knowledge about issues such as radicalisation and extremism.

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Quality of teaching, learning and assessment requires improvement

The childminder does not use what she learns from her observations and assessments of children's progress well enough. She does not plan activities that focus on children's next steps in learning to help them make consistently good progress. Nevertheless, the childminder understands how children learn and develop. She interacts with children and plays alongside them. Overall, children join in with activities that the childminder knows they will enjoy. Children gain some learning from them, such as finding out about the different seasons while on an autumn walk. Children are beginning to use their imaginations, such as when they dress up and pretend to be their favourite superhero. They enjoy decorating biscuits and develop their small hand muscles as they squeeze the icing pen to make patterns. The childminder promotes children's understanding of mathematics as she helps them to recognise the different colours they are using.

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Personal development, behaviour and welfare require improvement

Children are not challenged or motivated enough in their learning to make the progress of which they are capable. However, the childminder forms warm relationships with children and is a positive role model. Children learn to share, take turns and are developing important social skills. The childminder provides opportunities for children to make choices. She responds positively to their requests, such as to play with the cars. Children have daily opportunities for fresh air and exercise as they spend time within the local community. They visit soft-play centres, parks and different playgroups.

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Outcomes for children require improvement

Children are not making good enough progress in their development. However, they show positive attitudes to learning and are developing some skills that will help them in their future learning. For example, they develop early literacy skills as they enjoy reading books with the childminder. Children manage their personal care routines well and confidently engage in conversations with the childminder. They show confidence and a willingness to explore toys, such as investigating how fast the different cars can go.

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Setting details

Unique reference number 252448 Local authority Nottinghamshire County Council Inspection number 10071120 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 10 March 2015

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Registers

The childminder registered in 1999 and lives in Stapleford, Nottinghamshire. She operates all year round, from 7am to 6pm from Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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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.

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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.

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