Childminder in Warwickshire

Inspection date 12 March 2019 Previous inspection date 13 July 2016

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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's teaching does not fully meet the learning needs of older children. It is not effective in motivating children in their learning to explore, investigate and find things out for themselves. n Information gained from assessing children's learning is not used effectively enough to plan activities which offer challenge and enable all children to make good progress. n The childminder does not fully support children to make independent choices in their play and learn to make good use of the available resources. n Self-evaluation and monitoring of practice does not fully support the accurate identification of areas for improvement to further develop the quality of the provision.

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It has the following strengths

n Children are happy and relaxed in the childminder's care. They have good relationships with the childminder and her assistant. n The childminder and her assistant support language development well. They talk to older children about their home experiences and repeat single words to babies as they introduce them to concepts, such as full and empty. n Parents are happy with the care their children receive. They feel well communicated with regarding their children's care and learning, and value the close relationships the childminder and assistant have with their children.

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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 that the quality of teaching is improved, so that teaching is consistently effective in motivating children in their learning to explore, investigate and find things out for themselves 28/06/2019

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What the setting needs to do to improve further

use the information gained from assessments and build on what children already know and can do to consistently plan activities which enable all children to make good progress. 28/06/2019

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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 build on opportunities for children to make choices in their play to ensure they are actively engaged in play and learning and make good use of the available resources n consider ways to strengthen self-evaluation and monitoring of practice to more accurately identify areas for improvement to further develop the quality of the provision.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children playing indoors and assessed the quality of teaching. n The inspector carried out a joint observation of a planned activity. n The inspector looked at relevant documents, including evidence of the suitability of adults, policies, and children's assessment records. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took account of parents' views.

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Effectiveness of leadership and management requires improvement

The childminder does not review her own practice or that of her assistant well enough to ensure that the learning and development requirements are fully met. That said, the childminder generally keeps up to date with early years issues through, for example, local network meetings and her membership of a professional body. She identifies training to further develop practice, for example, future training is planned to support knowledge of language development and reflective practice. The arrangements for safeguarding are effective. The childminder and her assistant know the procedures to follow if they are concerned about a child. They have both recently completed training to extend their knowledge in specific areas of safeguarding. Parents are pleased that children regularly spend time outdoors, and that they are supported to make healthy choices about what they eat.

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Quality of teaching, learning and assessment requires improvement

The childminder observes and assesses what children know and can do. However, this knowledge is not used effectively enough to plan for their future learning to ensure they make the best possible progress. Activities for older children lack challenge, and they are not consistently engaged in play and learning. However, the childminder and her assistant do interact well with the children, and activities are adjusted to meet different needs. For example, babies are offered inset jigsaws and older children are offered large floor jigsaws. Opportunities to include number within younger children's play are used well, such as when a baby gives a handful of dry pasta to an adult and she counts them as she gives them back one at a time. The childminder and her assistant regularly read books to the children, and they are supported to join in and develop their understanding of how books work.

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Personal development, behaviour and welfare require improvement

The activities provided for older children are not stimulating enough, and do not support them to engage in sustained play and learning. Children are not enabled to make spontaneous decisions about their play and learning. However, the childminder offers a warm welcome as children arrive, they are greeted individually and supported to engage in play. Babies handling skills develop well as they engage in investigative play with materials, such as dry pasta, play dough and metal tins and rings. Children have good relationships with one another. When possible, older children often choose to play as a group. The childminder and her assistant support babies and older children to develop their awareness of the feelings of others. Activities are planned to support children's knowledge of how to keep themselves safe and healthy and to choose healthy foods.

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Outcomes for children require improvement

Children do not receive enough support to make the best possible progress, however they do gain the necessary skills for moving on to pre-school or school. Children begin to link the spoken and written word. They learn how to take turns and develop their mathematical knowledge when they play simple games. They talk about similarities and differences and learn about traditions, families and communities beyond their own experience.

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Setting details

Unique reference number EY356110 Local authority Warwickshire Inspection number 10073923 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 - 4 Total number of places 18 Number of children on roll 7 Date of previous inspection 13 July 2016

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Registers

The childminder registered in 2007 and lives in Warwick. She operates term time only from 7.45am to 5.30pm, Monday to Thursday. The childminder holds an appropriate qualification at level 3 and employs one assistant who holds an appropriate qualification at level 2. The provider offers funded early education for three- and four-year-old children.

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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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