Childminder EY421609

Inspection date 16 April 2019 Previous inspection date 9 July 2015

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 Although the childminder has an accurate knowledge of children's stage of development, she does not consider what each child needs to learn next. This means she is not able to plan appropriately challenging activities to engage and motivate all children to take part. Children do not make the progress of which they are capable. n Weaknesses in the childminder's understanding of how to plan for individual children mean she is not able to support parents to extend children's learning at home. n The childminder interacts well with older children but does not give younger children the same attention and opportunities to enable them to practise their speaking skills as often. n The childminder does not reflect on her practice or provision successfully to identify and take action to target all weaknesses. She does not consider how to improve her practice and provision, to raise outcomes for children.

p.1

It has the following strengths

n The childminder creates a welcoming and attractive play area for the children and offers an enjoyable range of resources and toys that they can explore independently. n The childminder forms positive relationships with the children. Children arrive confidently and happily go to the childminder for spontaneous cuddles. n The childminder meets with other local childcare providers to stay up to date with legislation changes and learn new activity ideas. For example, she now provides a broader range of art and craft activities, which supports children to be more creative.

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 improve assessment and planning arrangements, to identify each child's next steps in learning and use this information to plan suitably challenging activities that help all children make good progress 28/05/2019

p.2

What the setting needs to do to improve further

share detailed information with parents about children's experiences and the progress they make, to support parents to extend children's learning at home 28/05/2019

p.2

What the setting needs to do to improve further

ensure younger children receive the same opportunities to develop their speaking skills as the older children. 07/05/2019

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 self-evaluation to identify and target areas for development.

p.2

What the setting needs to do to improve further

n The inspector observed children during an adult-led activity and as they played inside and outdoors. n The inspector carried out a joint observation with the childminder to evaluate the quality of teaching and learning during a planned activity. n The inspector spoke with children to take account of their feedback. n The inspector held discussions with the childminder about her procedures and knowledge of the early years foundation stage. n The inspector sampled a range of documents, including training certificates, policies and procedures, and health and safety records.

p.2

Effectiveness of leadership and management requires improvement

The childminder's self-evaluation is not effective. She does not recognise weaknesses and take prompt action to address them or consider how she would like to develop her practice and provision. The childminder fails to make sure that the children's experiences link well enough to their individual learning needs. As a result, children do not make consistently good progress. Although the childminder has positive relationships with parents generally, such as working together to potty train children, she does not support them to extend their children's learning at home. Safeguarding is effective. The childminder has a robust knowledge of how to recognise signs that a child might be at risk of harm and how to seek advice about any concerns. She supervises children closely and risk assesses her home appropriately. For example, she makes sure her pet dogs have their own separate area for much of the day, to promote the safety of the youngest

p.3

Quality of teaching, learning and assessment requires improvement

The childminder does not use her assessments of children's development to identify their next steps in learning and plan activities to support this. Adult-led activities sometimes lack sufficient challenge to engage all children and develop their knowledge and skills. For example, the childminder plans a threading activity for all children to do together. The pre-school children enjoy this but manage with ease, while the toddlers find it too difficult to be able to join in. The childminder provides some appropriate support for children. For instance, at times, she encourages older children to count and to match initial sounds with words. Younger children happily explore pasta and help to care for the dolls by offering them 'food'. The childminder provides effective support for the older children's language skills. For example, she asks them questions to encourage them to recall and share previous experiences, such as recent thunder storms.

p.3

Personal development, behaviour and welfare require improvement

The childminder does not give younger children as much attention and focus as the older children, so they have fewer opportunities to practise their speaking skills. For example, at mealtimes, the childminder seats some younger children by themselves at a different table from their friends and does not sit with them or spend any time talking with them. Nevertheless, all children are content in the childminder's care and behave well. The childminder supports children's healthy lifestyles effectively. For example, she reminds them to wash their hands after using the toilet and gives them plenty of time to be physically active, such as jumping on the trampoline and using the ride-on toys.

p.3

Outcomes for children require improvement

Children make some progress and learn some key skills in preparation for starting school. However, weaknesses in the childminder's planning and the inconsistent communication with younger children does not support them to make the progress of which they are capable. For example, toddlers lose interest during planned activities that are too difficult for them and find something else to do. Older children confidently express their ideas and experiences, and are keen to have a go. Younger children happily initiate games with their friends, such as peekaboo.

p.3

Setting details

Unique reference number EY421609 Local authority Devon Inspection number 10102218 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 - 4 Total number of places 4 Number of children on roll 7 Date of previous inspection 9 July 2015

p.4

Registers

The childminder registered in 2011 and lives in Okehampton, Devon. She operates all year round from 7am to 7pm, Monday to Friday. 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