Childminder EY542874

Inspection date 24 October 2018 Previous inspection date Not applicable

p.1

This inspection: Inadequate 4

Previous inspection: Not applicable Effectiveness of leadership and management Inadequate 4 Quality of teaching, learning and assessment Inadequate 4 Personal development, behaviour and welfare Inadequate 4 Outcomes for children Inadequate 4

p.1

The provision is inadequate

n The childminder has a very weak understanding of the learning and development requirements. Her limited interaction with children and lack of knowledge hinder their development. Children make inadequate progress from their starting points. n The childminder does not establish children's starting points or use observations and assessments to identify any gaps in progress, and plan for children's future development. Any learning that takes place is incidental and the quality of teaching is poor. n The childminder is not aware of the weaknesses in her practice and is therefore not able to improve the quality of her teaching, to address specific training needs. This is detrimental to children's learning outcomes. n The childminder does not ensure that children play and learn in a stimulating environment. There are extremely limited age-appropriate resources and equipment available to ensure that all children's needs are consistently met. Children lack

p.1

The provision is inadequate

enthusiasm and wander aimlessly. n The childminder does not share information with parents about children's development or involve them well enough in children's learning. Parents do not gain a clear picture of children's progress, to extend this at home.

p.1

It has the following strengths

n The childminder supports children to understand appropriate hygiene practices. She ensures children wash their hands before mealtimes.

p.1

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 knowledge and understanding of the learning and development requirements, to meet the individual needs and stages of development of each child 26/12/2018

p.2

What the setting needs to do to improve further

improve interactions with children to ensure they are offered quality learning experiences that help them make good progress 26/12/2018

p.2

What the setting needs to do to improve further

implement an effective system of observation and assessment to gain an understanding of children's starting points, gaps in development and achievements, and use this information to plan activities to meet their next steps in learning, to enable them to make good progress 26/12/2018

p.2

What the setting needs to do to improve further

ensure the environment is stimulating and that resources are available and organised in a way that meets each child's needs and interests 26/12/2018

p.2

What the setting needs to do to improve further

develop a system to identify weaknesses in the provision and obtain appropriate training and professional development opportunities to gain suitable skills and experience to care for children 26/12/2018

p.2

What the setting needs to do to improve further

establish a regular two-way flow of information sharing with parents on the range and type of activities and experiences provided for children, and how parents can share learning at home. 26/12/2018

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector accompanied the childminder on a walk to the park. n The inspector sampled a range of documents, including safeguarding procedures, qualifications and training certificates, and a selection of policies and procedures. n The inspector evaluated an activity with the childminder and spoke with her and the children at appropriate times during the inspection. n The inspector took account of the views of parents from written documentation provided on the day of inspection. Inspector Julie Swann

p.2

Effectiveness of leadership and management is inadequate

The childminder has a weak understanding of how children learn. This results in inadequate teaching that is not matched to children's individual needs. The childminder fails to monitor and track children's progress. She does not identify areas where children are at risk of falling behind or secure intervention quickly enough where children's development is less than expected. The childminder pays insufficient regard to her professional development. She does not recognise and improve significant weaknesses in teaching, and monitor the impact that this has on improving children's outcomes. In addition, parents receive limited information about their child's progress and achievements, to extend children's progress at home. Safeguarding is effective. The childminder has a suitable understanding of safeguarding legislation. She knows the procedure that she would follow should she have any concerns about a child's welfare.

p.4

Quality of teaching, learning and assessment is inadequate

The childminder has an inadequate understanding of how to support children's development. She fails to provide or plan meaningful learning opportunities that help children make good, or better, progress. The childminder has very limited interactions with children. Typically she sits on the floor away from them and does not challenge or motivate them to learn. The childminder does not provide children with the opportunity to show what they can do and achieve. Children quickly become disengaged and restless as they spend extended periods in a baby walker, unable to move with nothing to do. The childminder does not provide effective teaching that supports children's language skills. For example, she allows children little time to respond to words and questions that she asks. This results in inadequate teaching and poor learning.

p.4

Personal development, behaviour and welfare are inadequate

The childminder does not ensure children's care is tailored to their individual needs. She does not gain information about children's starting points on entry to the setting to ensure their care is effectively tailored right from the start. The childminder does not provide children with access to toys and equipment that are appropriate to their developmental stage. Children are left to wander and occupy themselves. This does not support them to develop a positive attitude towards their learning. The childminder helps children to understand acceptable behaviour. For example, children are encouraged to be kind. Children gain some understanding of diversity, and similarities and differences within their community, such as Diwali. Children spend some time in the fresh air, as they visit the park daily. They giggle as they sit on the swings and have opportunities to learn how to keep themselves safe.

p.4

Outcomes for children are inadequate

Children, including those who receive additional funding, are at risk of falling behind. They do not develop the skills they need in readiness for the next stage of their learning, and the eventual move on to school. Weaknesses in the childminder's understanding of observing, assessing and monitoring children's next steps in learning significantly impact on children's outcomes. This results in ineffective and inadequate teaching that is not matched to children's needs.

p.4

Setting details

Unique reference number EY542874 Local authority Oxfordshire Inspection number 10070437 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 4 Total number of places 3 Number of children on roll 4 Date of previous inspection Not applicable

p.5

Registers

The childminder registered in 2017 and lives in Carterton, Oxfordshire, She operates all year round from 6.30am to 7pm, Monday to Friday.

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