Perry, Karen Susan

Inspection date 7 May 2019 Previous inspection date 17 November 2015

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Effectiveness of leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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This is a provision that requires improvement

n The childminder does not have a secure knowledge of the statutory requirements of the Early Years Foundation Stage and the Childcare Register. n The childminder has not kept updated on recent changes to safeguarding legislation and some of the wider harm that children could be exposed to. She is unsure of what to do in these circumstances to help protect children from harm. n The childminder does not complete a written summary of children's development in the prime areas of learning between the ages of two and three years and share this with parents. n The childminder sometimes misses opportunities to challenge and extend older children's learning to help them make the progress they are capable of. n The childminder does not reflect upon her practice well enough to ensure she identifies and plans ongoing improvements and meets all statutory requirements.

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It has the following strengths

n Children are happy and form close bonds with the childminder and other children, helping them to become confident, independent and sociable individuals. n The childminder understands how young children learn through play. She plans activities that encourage children to use resources that she knows they will enjoy, maintain their interest and help them progress. The childminder supports children's understanding and speech development especially well. n Partnerships with parents are effective overall. The childminder gathers information from parents about their child's routines and development when they first start with her. This helps her to meet their needs well from the onset of 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 develop knowledge of the wider aspects of safeguarding, including the 'Prevent' duty, to help protect children. Update the safeguarding policy to reflect these aspects, in line with guidance from the Local Safeguarding Children Board 10/06/2019

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What the setting needs to do to improve further

develop knowledge of the requirement to review the progress of children aged between two and three years, and to provide parents with a short, written summary of their child's development in the prime areas of learning 10/06/2019

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What the setting needs to do to improve further

devise a written statement of the procedures to follow for written complaints from parents, which relate to the Childcare Register. 10/06/2019

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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 encourage older children to think more deeply and challenge and extend their learning fully n improve the system of self-reflection to identify and plan for areas of improvement and help ensure all statutory requirements are met.

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What the setting needs to do to improve further

n The inspector observed the quality of care and teaching during activities indoors and assessed the impact this has on children's welfare and learning. n The inspector looked at all areas of the home and garden used for childminding. n The inspector discussed with the childminder how she cares for children and supports their learning. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through the written feedback provided. n The inspector spoke to and played with the children.

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Effectiveness of leadership and management requires improvement

The childminder has not thought carefully enough about her practice and where she needs to make improvements. As a result, she has not met all legal requirements, such as completing the written two-year progress check, although this has not had a significant impact on children's learning. Safeguarding is effective. Overall, the childminder has a secure knowledge of how to recognise, record and report concerns she may have for a child's welfare. However, she is less aware that children may be at risk from the extreme views and behaviours of others, and her role in helping to protect them.

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Quality of teaching, learning and assessment is good

The childminder knows the children well, and understands how to observe and assess their development and plan activities that help them progress. She helps children to think and make connections. For example, she encourages a toddler to see how a button rolls like the wheels on a car. He is fascinated and tries different buttons as she repeats 'round and round'. The children enjoy playing with the childminder. She is playful and affectionate as she encourages them to persevere with difficult tasks, such as posting shapes. She provides good opportunities for them to gain strength and control, for example, by threading buttons and crawling through a tunnel. She supports speech well. For example, she uses simple language and words with toddlers and gradually adds new vocabulary and builds more complex sentences with older children. She asks questions that encourage them to think, such as 'Why do you think they are sisters?'.

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Personal development, behaviour and welfare require improvement

The childminder does not promote children's welfare fully, as she lacks knowledge of some aspects of safeguarding, although this does not have a significant impact. She provides a welcoming, homely environment where children make choices about their own play. The childminder encourages all the children, even the toddlers, to do things for themselves. They help to tidy up and older children very capably put on their coat and shoes. They learn how to keep safe, such as practising road safety on the way to the park. Children learn to value differences between themselves and others, for example, in the different festivals they celebrate. Parents work closely with the childminder, such as deciding how and when to toilet train. The childminder warmly praises children when they are kind or helpful, so they learn what is expected. Older children are patient and kind with the little ones, for example, they share pens and show

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Outcomes for children are good

Children make good progress from their individual starting points. They are confident and friendly. Older children eagerly talk about what they are doing, and toddlers babble and quickly learn new words. Younger children are excited to discover what happens when they press buttons on toys. Children use their growing mathematical understanding as they count, sort and build. All enjoy making marks with a variety of materials. Older children show an interest in written words and recognise some letters and the sounds they represent. They are prepared well for starting nursery or school.

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Setting details

Unique reference number EY304758 Local authority Wiltshire Inspection number 10066838 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 - 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 17 November 2015

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Registers

The childminder registered in 2005. She lives in Tidworth, Hampshire. She cares for children on weekdays throughout the year, from 7.30am until 5pm, except for family holidays. The childminder receives funding to provide free early education for children aged two, three and four years.

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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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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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