Childminder EY485538

Inspection date 31 October 2018 Previous inspection date 12 July 2016

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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

n The childminder's assessments are not consistently accurate and are not used effectively to identify areas of learning where children are slower to make good progress. n Teaching is not consistently responsive to children's individual learning needs. The childminder does not plan activities well enough to ensure all children are supported to build on what they already know and can do. n The childminder does not promote children's good behaviour well enough. She does not reinforce positive messages to children. The guidance and boundaries she gives to children are not clear or consistently implemented. n Self-evaluation is not rigorous enough to help the childminder to identify what she needs to do to enhance and improve her knowledge, skills and practice.

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It has the following strengths

n The childminder is kind and caring. Children develop bonds with her that help them to feel safe and secure. This helps to support their emotional well-being. n Children are confident and show pride in their achievements. n The environment is bright and welcoming. There is a good range of resources, toys and equipment for children to access. Children have fun and enjoy attending. n Feedback from parents is positive. They say the childminder always has plenty of time to listen and that she keeps them well informed about children's activities.

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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 improve the accuracy of information gathered through assessment and use it to shape learning experiences for each child and help them make good progress in all areas of learning 30/11/2018

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What the setting needs to do to improve further

improve teaching to ensure it is consistently responsive to the needs of individual children and supports them to build on their current knowledge and skills 30/11/2018

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What the setting needs to do to improve further

give children clear guidance and boundaries for their behaviour and ensure these are implemented consistently. 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 self-evaluation and use the findings to develop a programme of professional development and ongoing improvements in all areas of the provision.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed all areas of the childminder's home that are used for childminding. n The inspector observed the quality of teaching and assessed its impact on children's learning and development. n The inspector evaluated an activity alongside the childminder. n The inspector spoke to the childminder and her co-childminder at appropriate times during the inspection. She also looked at a range of documents, including evidence of the suitability checks carried out on people living and working at the address. n The inspector interacted with children at appropriate times during the inspection. She spoke to a parent and took account of the views of others from written comments provided.

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Effectiveness of leadership and management requires improvement

Safeguarding is effective. The childminder knows what to do if she has concerns about a child's welfare. Additional procedures, such as risk assessments, help to keep children safe in her home and on outings. The childminder works well with her co-childminders to ensure children are supervised appropriately at all times. Procedures for managing accidents are effective. The childminder asks for parental consent for children to have contact with pets and has procedures in place to ensure that any related risks are controlled or eliminated. The childminder reviews her practice and seeks feedback from parents. However, this has not helped to identify gaps in her knowledge and skills, and the arrangements for professional development are not sufficiently focused on areas of weakness in practice. However, the childminder understands the importance of her role and shows willingness to build on her practice.

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Quality of teaching, learning and assessment requires improvement

Sometimes, the childminder's assessments are not precise and do not help to highlight areas of learning where children need more support. Therefore, teaching plans do not focus closely enough on what children need to learn next. The childminder interacts well with children of all ages. However, she does not successfully vary her teaching for children of different ages and abilities to help keep them engaged in their learning. Despite this, children enjoy a range of activities that generally helps them to develop new skills across all areas of learning. For example, they work together to match puzzle pieces, learning some simple mathematical concepts of shape and space.

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Personal development, behaviour and welfare require improvement

The childminder plans activities that encourage children to share and take turns. They begin to consider the needs and feelings of others. However, she is not consistent when managing children's behaviour. Although the childminder has identified boundaries for children's behaviour, she does not implement these consistently. For example, although she does not allow children to run and climb indoors, they do so and do not respond when she asks them to stop. The childminder teaches children about how to keep themselves safe. For example, she engages them in a role-play game of 'trick or treat' and gives clear messages about staying safe in the dark and the danger of strangers. Children learn to manage their own self-care needs. They develop some independence skills that help to prepare them for school.

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Outcomes for children require improvement

Children do not have a clear and consistent understanding of what is expected of them. At times, their behaviour is mildly disruptive and they distract one another. Most children make generally good progress in their learning. However, some children make slower progress in some aspects of their learning and are not supported well enough to catch up a quickly as possible. Children benefit from activities that help them to develop dexterity. This helps to prepare them for learning to write.

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Setting details

Unique reference number EY485538 Local authority East Riding of Yorkshire Inspection number 10082601

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register

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Day care type

Age range of children 1 - 11 Total number of places 6 Number of children on roll 9 Date of previous inspection 12 July 2016

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Day care type

The childminder registered in 2015 and lives in Bridlington, East Yorkshire. The childminder operates all year round, from 8am to 6pm from Monday to Friday, except for bank holidays and family holidays. She works with two co-childminders and receives funding to provide early years education for two-, three- and four-year-old children.

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Day care type

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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Day care type

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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