Childminder in Durham

Inspection date 16 January 2019 Previous inspection date 9 January 2018

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder is less effective at supporting the communication and language skills of younger children. n The childminder and assistant do not ensure interactions with younger children provide sufficient challenge in their learning. n The childminder and assistant demonstrate a less secure understanding of wider safeguarding issues related to the 'Prevent' duty guidance. However, they have sufficient knowledge of general child protection issues, which helps them to support children's welfare in general. n The childminder does not use self-evaluation effectively enough to reflect on and address priority areas for improvement swiftly. Although the childminder makes use of some professional development opportunities, such as online training. However, these opportunities are not sufficiently targeted to develop her teaching practice to a higher level.

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It has the following strengths

n Children develop good confidence and build emotionally secure relationships with the childminder and the assistant. n The childminder provides a safe and secure environment for children. There is good supervision of children. n The childminder provides effective support for older children. She helps them to gain independence and learn new skills in preparation for their eventual move to school.

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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 teaching practice to help younger children to make good progress in their early communication skills 23/01/2019

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What the setting needs to do to improve further

ensure that activities and interactions sufficiently engage and challenge younger children in their learning 23/01/2019

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What the setting needs to do to improve further

improve knowledge of wider safeguarding issues to fully understand indicators that children may be at risk of being exposed to extremist views. 23/01/2019

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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 the use of self-evaluation to swiftly identify and address areas for improvement, such as ensuring the effective use of targeted professional development to consistently raise the quality of teaching.

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What the setting needs to do to improve further

Inspection activities n The inspection was carried out following the risk assessment process. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector looked at a range of documents, such as children's observations and assessments, risk assessments and a sample of policies and procedures. The inspector discussed self-evaluation with the childminder. n The inspector spoke to children during the inspection and took account of their views. n The inspector took account of written feedback from parents.

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Effectiveness of leadership and management requires improvement

The childminder does not carefully reflect on the quality of teaching to develop her knowledge and practice further. Self-evaluation is not sufficiently focused to identify and address some weaknesses in practice more swiftly. Despite this the childminder has made some positive changes. For example, she has changed her assessment systems to monitor individual children's progress more closely. Safeguarding is effective. The childminder and assistant know how to recognise potential signs of child abuse. They have a clear understanding about the correct reporting procedures to follow if they have concerns about the welfare of a child. However, they have a less secure knowledge of wider safeguarding issues, such as the 'Prevent' duty. The childminder carries out regular risk assessments. For instance, she ensures children's safety on outings and when using her vehicle for transporting children.

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Quality of teaching, learning and assessment requires improvement

The childminder and assistant do not sufficiently engage younger children and focus on their early communication and language skills. At times, younger children lose interest in some resources and activities as these interactions do not present enough challenge. Despite this, children are happy and confident. They enjoy clapping and stamping along to their favourite songs. Older children make secure progress from the time they start and make independent choices to explore the available resources. The childminder supports older children to gain an increased understanding of mathematics. For example, children learn simple addition and subtraction and know how to count items in order. The childminder's assistant reads books to older children with enthusiasm. Older children engage in discussions as they recall and comment on what is happening in the story.

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Personal development, behaviour and welfare require improvement

The childminder and assistant provide less opportunities to engage younger children in purposeful play. This means the childminder does not ensure all children have consistent opportunities to support their learning further. Nevertheless, the childminder and her assistant have a caring and friendly manner. The childminder provides children with healthy meals and snacks. The childminder helps children to learn about the expectations of good behaviour. She encourages them to share and take turns and to follow safety rules. The childminder promotes a two-way flow of communication with parents about children's development. Parents praise the childminder for her, 'Genuine support and care'. They comment that they feel she keeps their children safe and provides a variety of outings and activities.

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Outcomes for children require improvement

Weaknesses in teaching and learning mean that all children do not make the progress of which they are capable. This is particularly regarding younger children's early communication skills. In contrast, older children gain a range of skills, which supports their preparation for their eventual move to school. Some older children show good social skills. For example, they work together to tidy up and engage in imaginary play. Furthermore, all children benefit from regular opportunities to develop their physical skills.

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Setting details

Unique reference number EY488562 Local authority Bury Inspection number 10091881 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 - 3 Total number of places 12 Number of children on roll 5 Date of previous inspection 9 January 2018

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Registers

The childminder registered in 2015 and lives in Radcliffe, Manchester. She operates all year round, from 8am until 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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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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