Childminder EY342890

Inspection date 17 January 2019 Previous inspection date 15 July 2014

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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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This is a provision that requires improvement

n The childminder lacks understanding of the process for carrying out progress checks for children between the ages of two and three years. This means that she does not provide parents with the required written summary, or use this aspect of assessment to identify and address any gaps in children's learning. n The childminder does not regularly assess children's progress. She has a general understanding of what they can do. However, the childminder's knowledge is not precise and she does not have clear plans in place to support children's progress consistently. Children do not make good enough progress in all areas of their learning. n The childminder does not fully work in partnership with parents and staff at other settings children attend. She does not exchange in-depth information with them about children's progress, to help them work together to support children's ongoing development. n The childminder does not evaluate the quality of her provision effectively. She does not

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This is a provision that requires improvement

identify weaknesses in children's learning and in her teaching knowledge. This has led to a drop in the overall standard of the provision.

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It has the following strengths

n Children are happy and settled with the childminder and form close bonds with her. n The childminder offers a safe environment and children benefit from opportunities to learn inside and outside, where they have access to a good range of toys and 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 develop understanding of what is required to review and check children's progress when they are aged between two and three years, and provide parents with a written summary of their children's development 18/04/2019

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What the setting needs to do to improve further

improve the use of observation and assessment and use the information gained to identify children's individual stage of development and to plan for their next steps for learning, to help children make good progress 18/04/2019

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What the setting needs to do to improve further

improve partnership working with parents and staff at other settings children attend, to support a consistent and collaborative approach to meeting children's learning needs across all settings and at home. 18/04/2019

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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 develop self-evaluation to identify and address weaknesses accurately in the quality of the provision, to make further improvements.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of all areas of the home used for childminding. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector read letters from parents to gain their views on the service they receive. n The inspector sampled a range of documentation, including safeguarding policies and procedures and children's learning folders. n The inspector observed the childminder's interactions with the children and spoke to children at appropriate times during the inspection.

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Effectiveness of leadership and management requires improvement

Safeguarding is effective. The childminder has a good knowledge of the possible signs of abuse and neglect, and the procedures to follow if she is concerned about a child's welfare. However, there has been a decline in the quality of her teaching practice since her last inspection. For example, she does not have effective systems to assess and track children's progress and plan for their ongoing development. The childminder does not make effective use of self-evaluation and professional development to identify and address gaps in her teaching practice. However, she has recently engaged with a local authority adviser to help her develop her practice. The childminder exchanges information about children's well-being with parents and other settings some children attend. However, she does not exchange information to help support a consistent approach to children's learning and progress.

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Quality of teaching, learning and assessment requires improvement

The childminder has not fully completed the required progress check for children between the ages of two and three years. In addition, parents have not been informed about their children's development at this important stage. The childminder collects general information from parents before she starts caring for children, including about what their children like to do and their care needs. However, she does not ask for enough detail to enable her to build an accurate assessment of children's starting points in learning to help her plan for their next steps in learning. She has not developed ways of sharing information with other settings that children attend so that children receive consistency in their learning. Even so, children enjoy their time with the childminder and engage well in play of their choice. For example, they mix paints and excitedly talk about the colours they are making or recall trips they have been on with the childminder. This

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Quality of teaching, learning and assessment requires improvement

helps their communication and language skills.

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Personal development, behaviour and welfare require improvement

The childminder forms good relationships with the children in her care, although links with parents and other settings children attend are less successful in meeting children's needs. Children enjoy interacting with the childminder and seek her out to play with them or for a reassuring cuddle. Children learn about their own and other people's similarities and differences. For example, they take part in activities which explore festivals of different cultures. Children learn about the world they live in, such as through outings to local parks and farms and regular trips to the library. In addition, the outdoor activities help to support children's good health, including their physical development.

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Outcomes for children require improvement

The weaknesses in the childminder's assessment and planning processes mean that children are not making the best possible progress. However, they are gaining some of the skills needed for their eventual move on to school. For example, children show they are confident as they choose the different toys and resources they want to play with.

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Setting details

Unique reference number EY342890 Local authority Oxfordshire Inspection number 10060697 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 - 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 15 July 2014

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Registers

The childminder registered in 2006 and lives in Carterton, Oxfordshire. The childminder offers care on weekdays, including out-of-school care.

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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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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 .

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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