Childminder EY382635

Inspection date 19 November 2018 Previous inspection date 23 September 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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3

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 use her assessments well to plan next steps focused on what children need to learn next. She does not always focus precisely on supporting their self-care, communication and language skills in readiness for school. n The childminder has not reflected on her practice effectively to make improvements. She has failed to address her previous recommendation of supporting children to develop their understanding and awareness of diversity in the wider world. n The childminder has not developed links with other early years settings that children attend to share information and provide a consistent approach to supporting their care and learning. n The childminder does not consistently support children to learn about good hygiene routines.

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It has the following strengths

n Children build a good relationship with the childminder. The childminder supports their emotional needs well by giving them attention and cuddles when needed. n Children feel comfortable and secure with the childminder. She provides a relaxing and calm environment. As a result, children cooperate and play well together. n Children enjoy regular community group activities and demonstrate they are eager to play and learn. They are happy and enjoy the company of the childminder and their friends.

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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 ensure activities are planned and tailored to meet children's individual needs and their next steps in learning to enable them to make good progress in all areas of learning 19/02/2019

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What the setting needs to do to improve further

improve the teaching programme for knowledge and understanding of the world, specifically to help children understand about the similarities and differences between themselves and others 19/02/2019

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What the setting needs to do to improve further

develop links with staff at other settings children attend and share information about children's well-being and achievements to fully promote continuity in supporting children's care and learning needs. 19/02/2019

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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 make more effective use of opportunities for children to learn about the importance of practices that contribute towards their good health and hygiene.

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What the setting needs to do to improve further

Inspection activities n The inspector observed indoor activities in the childminder's home. n The inspector talked with the childminder and children at appropriate times throughout the inspection. n The inspector looked at a sample of documentation, including children's developmental records, and discussed self-evaluation. n The inspector took account of parents' comments within documentation. n The inspector completed a joint evaluation of an activity with the childminder.

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Effectiveness of leadership and management requires improvement

The childminder has completed the necessary mandatory training, such as paediatric first-aid. She shares some practice ideas with other childminders to enhance some aspects of her practice. However, she has not addressed the recommendation from the last inspection. Parents are satisfied with the service she provides. The childminder shares information with parents about their children's progress and supports them to be involved in some aspects of their children's learning. However, the childminder has not developed links with other early years settings children attend to support continuity in children's care and learning. The childminder offers a welcoming and safe environment for children to play. She knows children well and she is confident in recognising and recording concerns. Safeguarding is effective.

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Quality of teaching, learning and assessment requires improvement

The childminder is not focusing her planning on teaching the areas where children need the greatest support. This does not fully support them to develop all the skills they need for school. She is familiar with using observations to identify the achievements children make in their learning and development. At times, children's next steps do not match their stage of development. The childminder gathers key information about children from parents before they begin at the setting. She joins in their play to show them what they can do with toys and supports them in engaging and achieving. For example, she provides puzzles for children to learn about shapes and supports them in completing these successfully.

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Personal development, behaviour and welfare require improvement

At times, the childminder does not consistently give children clear messages about personal hygiene, particularly in relation to handwashing procedures. Children have plenty of opportunities to develop their physical skills and maintain a healthy lifestyle. For example, they go for walks in the woods, and visit soft-play centres and local play parks. Parents provide nutritious snacks and meals each day. The childminder talks to children about what food is good for them and what should be eaten in moderation. The childminder helps children to develop some independence. She instinctively gives children the opportunity to try to do things for themselves but is on hand to offer assistance as needed.

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Outcomes for children require improvement

The childminder does not focus on supporting children to gain some of the key skills they will need for school, such as self-care and speech. Therefore, children do not make the best progress possible. Children develop sound social skills as they learn to play cooperatively with friends. They attend different playgroups to encourage their social and creative skills. They engage well in activities and develop good concentration skills. They enjoy counting and looking at books with the childminder.

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Setting details

Unique reference number EY382635 Local authority West Berkshire Inspection number 10060443 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 - 10 Total number of places 4 Number of children on roll 5 Date of previous inspection 23 September 2015

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Registers

The childminder registered in 2008 and lives in Newbury, Berkshire. She operates for most of the year from Monday to Thursday.

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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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