Childminder EY388964

Inspection date 1 November 2018 Previous inspection date 29 July 2014

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This inspection: Inadequate 4

Previous inspection: Good 2 Effectiveness of leadership and management Inadequate 4 Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Requires improvement Outcomes for children Inadequate 4

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The provision is inadequate

n The childminder does not plan well for each child's learning. She does not consider well enough how she is going to provide activities and resources that help each child to make the next steps in their progress. Children do not engage well in their learning. n The quality of teaching is weak. The childminder does not use her interactions with children effectively to help them develop new skills or build further on what they already know. Children do not make the progress of which they are capable. n The childminder has a poor understanding of the value and importance of the progress check for children aged between two and three years, and how to complete this. n The childminder does not regularly reflect on the quality of teaching and learning. She has not identified the significant weaknesses in her practice.

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It has the following strengths

n The childminder is caring towards the children. Children look to her for cuddles and reassurance when unsettled or tired. n Parents speak highly of the childminder. She keeps them well informed about their child's care and well-being, and works well with them to meet each child's care needs.

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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 plan more effectively so that the learning environment and activities capture children's interests, meet their individual needs and help them to focus well on their learning 01/01/2019

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What the setting needs to do to improve further

improve the quality of teaching to provide children with effective challenge and support to make good progress from their starting points 01/01/2019

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What the setting needs to do to improve further

develop a secure understanding of the progress check for children aged between two and three years and complete them in a timely manner in order to identify and address any concerns about a child's development. 01/01/2019

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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 improve self-evaluation to identify and make the necessary improvements to the overall quality of the provision.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder and children in the childminder's home. n The inspector discussed the learning that was taking place with the childminder. n The inspector took account of the views of parents. n The inspector spoke with the childminder about her understanding of safeguarding and risk assessment. n The inspector looked at some documentation, including children's records and the childminder's policies.

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Effectiveness of leadership and management is inadequate

The childminder does not regularly review the quality of her provision in order to identify where she needs to improve. This has impacted negatively on the quality of teaching. She has not made good use of professional development opportunities to maintain and improve the quality of her teaching. In addition, there are gaps in her knowledge surrounding the required progress check for children aged between two and three years. For example, she is not sure what information must be included or why these checks are important in identifying any delays in children's learning. Safeguarding is effective. The childminder understands her responsibility to keep children safe. She knows what to do if she has any concerns about a child's welfare.

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Quality of teaching, learning and assessment is inadequate

The childminder assesses and monitors each child's learning in order to identify what each child needs to learn next. However, she does not use this information well to plan experiences and a learning environment that children find inspiring and interesting. For example, she provides lots and lots of toys but children often pick these up and then discard them quickly. When children ask to play with dough she gives them lots of cutters and rollers to use but does not provide them with enough space on the table to be able to use these effectively. Children become frustrated and unsettled when the dough keeps falling to the floor. She does not support children's developing language skills well. For example, when very young children bring her toys, or point to items of interest, she does not give them the words to describe what they have or can see. Although the childminder has identified that for some children she needs to focus next

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Quality of teaching, learning and assessment is inadequate

on their understanding of numbers and mathematical language, she does not introduce these into children's play. However, there are times when children show better levels of engagement. For example, they enjoy building a train track and then playing with it independently.

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Personal development, behaviour and welfare require improvement

Overall, children do not settle well to their play and learning. They quickly lose interest in what is on offer. Children behave typically for their age. The childminder meets their care needs in a suitable way. For example, she ensures that children can spend time each day in the fresh air. She is alert to when children need to sleep or rest and provides them with quiet spaces in which to do so. Children show that they are comfortable with the childminder. For example, when very young children become unsettled they reach out to her for cuddles.

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Outcomes for children are inadequate

The weaknesses in teaching and learning mean that children do not make the progress of which they are capable. However, children do gain some useful skills in preparation for starting school or nursery. Older children become more independent For example, they wash their own hands and help the childminder carry lunchboxes to the table. They find out about special days in their own and other children's cultures.

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Setting details

Unique reference number EY388964 Local authority Northamptonshire Inspection number 10069655 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 1 - 2 Total number of places 6 Number of children on roll 4 Date of previous inspection 29 July 2014

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Registers

The childminder registered in 2009 and lives in Middleton Cheney, Northamptonshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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Registers

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Registers

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Registers

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Registers

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