Childminder EY430998

Inspection date 12 March 2019 Previous inspection date 11 August 2014

p.1

3

Effectiveness of leadership and management Requires improvement

p.1

3

Quality of teaching, learning and assessment Requires improvement

p.1

3

Personal development, behaviour and welfare Requires improvement

p.1

3

Outcomes for children Requires improvement

p.1

This is a provision that requires improvement

n The childminder does not use her observations of children's learning to plan for and monitor children's ongoing progress. As a result, children's next steps in learning are not fully supported. n Teaching is not yet consistently good. The childminder does not always maximise opportunities to engage children in purposeful play and ensure they are successfully challenged. Children make steady, rather than good, progress in their learning. n Self-evaluation is not effective. Weaknesses in practice are not identified quickly enough to drive improvement and raise the quality of teaching. Training needs are not identified to help improve outcomes for children and ensure the childminder remains up to date with best practice and changes in legislation.

p.1

It has the following strengths

n Children are happy, settled and secure at the setting. The childminder has a warm, nurturing personality and children form secure attachments to her. She is attentive to their individual care needs and routines. n The childminder promotes children's good health and is a good role model. Children develop important self-help skills, such as handwashing. They enjoy healthy snacks and have access to fresh air and exercise daily. The childminder provides a large, spacious outdoor area, where children further develop their physical skills. n The childminder has formed positive relationships with parents. She communicates with them on a daily basis and shares information and photographs about the activities and experiences children are taking part in.

p.1

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 use information gained from observations and assessments to plan experiences across all areas of learning that help children to make good progress towards their next steps in development 29/04/2019

p.2

What the setting needs to do to improve further

improve the quality of teaching and consistently engage children in purposeful play and suitably challenging activities. 29/04/2019

p.2

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n improve the use of self-evaluation to identify training needs and make improvements that will help to raise the quality of teaching and learning outcomes for children.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector viewed all areas that are used for childminding. n The inspector observed children engaged in a variety of activities inside, including snack and mealtimes. n The inspector looked at the suitability of the childminder and viewed various documentation. She discussed the childminder's methods for self-evaluation. n The inspector observed the childminder during a planned activity and evaluated this alongside the childminder after. n The inspector took account of the written views of parents expressed in testimonials left for the childminder.

p.2

Effectiveness of leadership and management requires improvement

The childminder does not always effectively promote children's learning and development. Self-evaluation lacks the rigor needed to identify the impact that teaching has on children's outcomes. Weaknesses in practice are not always identified and addressed. Consequently, learning and development requirements are not met. The childminder completes mandatory training, such as first aid. However, she does not target professional development opportunities to enhance children's learning experiences, develop her teaching skills and improve children's outcomes. The arrangements for safeguarding are effective. The childminder is secure in her knowledge of how to deal with any concerns regarding the welfare of a child in her care.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder does not use what she knows about children, and their capabilities, to plan suitably challenging activities and experiences. She does not always check that activities are well matched to children's individual stages of development. This means that at times, children lose interest in planned activities and become uninterested. Nevertheless, the childminder interacts well with the children. She sits on the floor and plays alongside them. Children start to build up their vocabulary and develop well in communication skills. The childminder reads stories to the children, repeats lots of words and introduces new words as they play together. The childminder has a good understanding about the progress check to be completed between the ages of two and three years and shares this with parents.

p.3

Personal development, behaviour and welfare require improvement

Weaknesses in planning for children's individual development have an impact on how well children achieve. Children lose motivation and are not as engaged in some activities the childminder sets out. However, children have established secure relationships with the childminder, who provides a welcoming and safe environment for children to explore. She encourages children to make choices and follows their lead. For example, she responds positively to their request to play with dolls, adding items, such as high chairs. Children learn to take appropriate risks under the childminder's supervision and guidance. Younger children test out their physical skills as they climb up onto a soft mat and jump off this. They clap their hands to show how proud they are of their accomplishment. Children take part in trips around the local community, attending different groups with the childminder. These help children to gain an awareness of the

p.3

Outcomes for children require improvement

Inconsistencies with the childminder's teaching and assessment means that children do not make the progress they are capable of. Nevertheless, children gain some skills required for future learning and the eventual move on to school. For example, they enjoy looking at books and name animals and other objects in the book. Children develop their independence. They demonstrate how they put on their own coats and shoes and go to the toilet independently. Children are confident, sociable and enjoy playing with their friends.

p.3

Setting details

Unique reference number EY430998 Local authority Derbyshire Inspection number 10083510 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 6 Number of children on roll 11 Date of previous inspection 11 August 2014

p.4

Registers

The childminder registered in 2011 and lives in Castle Greasley, Nottinghamshire . She operates all year round from Monday to Friday, 6.30am to 6pm, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

Registers

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5