Childminder in Sunderland

Inspection date 12 April 2019 Previous inspection date Not applicable

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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 works alongside a co-childminder. They work together as a team, however, they have not yet implemented an effective key-person system to meet children's individual care and learning needs. n The childminder's systems for self-evaluation are not effective in helping her identify weaknesses in practice, including gaps in professional knowledge. n The quality of teaching is not consistently good. The planning of group activities does not take into account the different needs and abilities of children, in particular younger children, to enable all children to make the best possible progress.

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It has the following strengths

n The childminder is warm and caring. Children are settled, happy and content in her care. n Children know the routines in the setting and independently access resources. They confidently play with their friends and learn to share and take turns. n The childminder establishes positive relationships with parents. They are informed about their child's achievements and the activities that they have taken part in. Parents speak highly about the service that the childminder provides. n Children's behaviour is managed well. They learn to listen, to follow instructions and play cooperatively together. n The childminder works with other professionals when children attend other early years settings, to help provide continuity and consistency for children's care.

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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 implement an effective key-person system to ensure that children's care and learning needs are tailored to meet their individual needs. 15/04/2019

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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 develop self-evaluation processes to identify weaknesses in practice, keep knowledge up to date and drive improvements that raise the quality of the provision n improve the planning of adult-led group activities to ensure that children's next steps in learning are accurately targeted, to support children to make the best possible progress.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, 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 a number of discussions with the childminder and her co- childminder. She looked at relevant documentation, including the childminder's written records of children's attendance and evidence of the suitability of persons living and working in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through reading written feedback provided.

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Effectiveness of leadership and management requires improvement

Safeguarding is effective. The childminder has attended child protection training. She has a suitable understanding of the signs and symptoms which may indicate that a child is at risk of harm. The childminder knows the procedure to follow in the event of concerns about a child's welfare. She reviews aspects of her practice and makes some plans for further development. The childminder asks parents for their views verbally. However, she has not accurately identified the weaknesses in practice or kept her professional knowledge up to date to offer the best possible care for children.

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Quality of teaching, learning and assessment requires improvement

The childminder and her co-childminder do not have an effective key-person system in place. This means that children's learning needs are not fully met. Although the childminder provides a variety of play opportunities these are not based on a secure understanding of how she will help individual children make good progress. The childminder's knowledge of what individual children need to learn next is not precise. As a result, activities are not planned consistently to meet all children's needs. For example, the childminder provided an activity to encourage children to develop their understanding of the world around them. Older children enjoyed planting flowers and seeds, and learned that plants need water and sunshine to grow. However, younger children were not able to explore and investigate fully and follow their interests, such as playing with water. Some aspects of practice are sound and children demonstrate that

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Quality of teaching, learning and assessment requires improvement

they enjoy their time with the childminder. Children play happily with appropriate equipment in the garden, such as balls and on the trampoline and swings. This helps children to develop their physical skills and keep them engaged and occupied. The childminder supports children to develop their communication and language.

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Personal development, behaviour and welfare require improvement

Due to the lack of a key-person system children's well-being is not fully assured. Despite this, children appear to be settled in the childminder's care and demonstrate affection towards her. Children play confidently in a homely environment. Toys and equipment are varied, in good condition and are accessible. Children's independence is supported, for example, as they make choices about their play. Their independence is further promoted when the childminder encourages them to wash their hands and use the toilet. The childminder supports children to understand the importance of following a healthy lifestyle. She works with parents to encourage children to eat healthy food. The childminder provides children with daily opportunities to have fresh air and exercise.

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Outcomes for children require improvement

Due to weaknesses in the setting children are not consistently supported in their learning. However, they make progress in some areas of their development and gain certain skills that help prepare them for the next stage in their learning. Children confidently speak to visitors and make their needs known. Older children show interest and motivation during activities and persevere during their play. Young children show curiosity and an enthusiasm to discover new things.

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Setting details

Unique reference number EY561320 Local authority Sunderland Inspection number 10100700 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 - 10 Total number of places 6 Number of children on roll 16 Date of previous inspection Not applicable

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Registers

The childminder registered in 2018 and works with a co–childminder at her address in Washington, Tyne and Wear. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, 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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