Childminder 208734

Inspection date 11 March 2019 Previous inspection date 5 August 2015

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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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Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not assess children's developmental progress effectively to ensure that she identifies activities that can be planned to meet children's learning needs. n The quality of the childminder's and her assistant's teaching is variable. They do not consistently challenge younger children to help them to develop their early communication, listening and attention skills or to make relationships. n The childminder does not obtain enough information from parents about their children's abilities when they join her setting. This does not help her plan suitably challenging activities for children from the start.

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It has the following strengths

n The childminder shares and gathers information about children's achievements from other early years settings they also attend. This supports children's interests. n The childminder promotes children's safety well. She talks to children about road safety when she takes them for walks in the street. Children learn about how they can keep themselves safe. n The childminder uses a variety of ways to encourage children to develop an awareness of the world, including the natural environment. She takes the older children for walks in woodland, where they have opportunities to look at and talk about the wildlife they see. Children show an appreciation for living things. n Older children demonstrate good literacy skills. They talk about the pictures they draw. Children develop their early writing skills and tell the childminder that they have drawn a 'snake'.

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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 the use of assessments to ensure gaps in children's development are quickly identified, so that activities can be planned to meet their individual learning needs 11/04/2019

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What the setting needs to do to improve further

improve teaching and interactions with younger children to encourage them to extend their early communication, listening and attention skills and to make relationships. 11/04/2019

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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 gather more information from parents about their children's capabilities when they start attending and use this information to plan activities more precisely.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder and her assistant. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through reading the written feedback provided.

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Effectiveness of leadership and management requires improvement

The childminder does not have a thorough enough overview of the progress children are making in all aspects of their learning. This means that not all children are supported to make the best possible progress. The childminder does not identify if older children have any gaps in their learning to allow her to support them for their move on to school. She does not plan effectively to encourage younger children to reach expected levels of development for their age. The childminder supports her assistant with some aspects of her teaching practice. They both attend training and the extra knowledge from this deepens their understanding of how to support older children to manage their feelings and emotions. Consequently, children behave well. Safeguarding is effective. The childminder and her assistant have a good understanding of child protection. They know where to report concerns about children's welfare and safety. The childminder has made

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Effectiveness of leadership and management requires improvement

recent changes to her practice, to ensure that personal information about children is kept confidential.

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Quality of teaching, learning and assessment requires improvement

The childminder and her assistant do not consistently support younger children as effectively as older children, particularly regarding younger children's communication, language and their personal development. For example, the childminder and her assistant do not consistently talk to younger children to encourage their early speaking and listening skills. However, they do support older children with their mathematical skills. For example, when older children use numbers in their play, the childminder asks them the number that comes next. Older children confidently count to 10 and demonstrate their understanding of numbers. The childminder observes children when they first start. However, she does not gather a sufficient overview of children's capabilities from parents. This means she does not plan activities precisely to build on their existing skills.

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Personal development, behaviour and welfare require improvement

Younger children do not consistently benefit from activities that provide them with appropriate challenge, such as to encourage them to make relationships with others. That said, older children do show positive relationships with the childminder and her assistant. For example, they talk to them about their wants and needs and demonstrate that they are emotionally secure. The childminder makes sure that children have daily access to activities outdoors. She takes children to the park and encourages them to use larger play equipment. Children extend their physical abilities.

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Outcomes for children require improvement

Children are not making good enough progress because assessment records do not identify any gaps in their learning. That said, older children are independent, they make choices in their play and demonstrate good language skills. For example, they confidently ask to play a matching game with the childminder. Children say 'there are so many to find', solve problems and learn the rules of the game. They gain some skills for future learning.

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Setting details

Unique reference number 208734 Local authority Lincolnshire Inspection number 10059768 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 0 - 8 Total number of places 12 Number of children on roll 14 Date of previous inspection 5 August 2015

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Registers

The childminder registered in 1993 and lives in Lincoln. She operates all year round from 6am until 9.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3 and works with an assistant. She provides funded early education for two-, three- and four-year-old children. The childminder provides occasional overnight 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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Registers

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Registers

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Registers

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Registers

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