Childminder EY312368

Inspection date 14 May 2019 Previous inspection date 16 March 2015

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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 does not use planning and assessment information to provide children with sufficient challenge in their learning. This does not help children to make the progress of which they are capable. n The childminder does not fully focus on professional development. For example, the childminder is less secure in understanding how to support children's early reading and writing skills. n The childminder has not built links with other settings that children attend to promote continuity in their learning. n The childminder does not fully consider alternative ways to support children's understanding of healthy and nutritious food. Furthermore, she does not ensure there is a more consistent approach with parents and carers regarding healthy eating. n Self-evaluation is not wholly effective. The childminder does not sufficiently reflect on her provision and practice to swiftly target and make ongoing improvements.

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It has the following strengths

n The childminder follows children's interests well and provides some fun activities. For instance, children excitedly take part in a garden bug hunt to find hidden minibeasts. n The childminder takes children on regular outings to local parks and meets up with other childminders. This helps children to develop friendships and good social skills. n Children show good behaviour, they use good manners and are polite and friendly. The childminder is a good role model.

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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 use assessment and planning more precisely to provide sufficient challenge for each child's learning and help them make consistently good progress 11/06/2019

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What the setting needs to do to improve further

target professional development opportunities to focus more on improving weaker areas of teaching practice 04/06/2019

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What the setting needs to do to improve further

build links with other settings that children attend to promote consistency and continuity in their learning. 28/05/2019

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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 ensure children learn about the importance of healthy food. Furthermore, work more closely with parents to promote consistency regarding children's healthy eating n use self-evaluation more effectively to target weaknesses in practice and swiftly act on areas for improvement.

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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 held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback.

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Effectiveness of leadership and management requires improvement

The childminder has failed to notify Ofsted of changes to persons living at her home in order to carry out suitability checks. However, she ensures that any household members, unknown to Ofsted, are not present when minded children are in her care. This means there is no significant impact on children's welfare. The childminder has since taken appropriate action and we are satisfied there was no intent to deceive Ofsted. Safeguarding is effective. The childminder has a suitable understanding of how to recognise and report concerns about children's welfare. She carries out risk assessments in the home and for outings to keep children safe. She supervises children closely. The childminder does not use self-evaluation to swiftly address weaknesses in her practice. Furthermore, the childminder does not wholly focus on professional development to target and raise the quality of her practice. For instance, although she recognises there

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Effectiveness of leadership and management requires improvement

are some gaps in her teaching skills she has not yet sought ways to improve this.

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Quality of teaching, learning and assessment requires improvement

Some children have a secure knowledge of colours and basic counting skills. However, the childminder does not extend the level of challenge to build on their learning further. Furthermore, the childminder does not fully know how to extend children's early reading and writing skills. This does not support children to make better progress. The childminder shares some information with parents about children's activities during the day. However, she does not build links with other settings that children attend to ensure there is continuity in children's learning. The childminder supports children's communication and language well. She engages them in conversations and introduces some new words, such as 'grasshopper' and 'dragonfly'. Children enjoy exploring sand and flour. They use chalks to colour and create 'rainbow stones'.

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Personal development, behaviour and welfare require improvement

The childminder does not wholly support children to learn about the importance of a healthy diet. She provides some healthy snacks, such as fruit. However, there is an inconsistent approach with parents to ensure all children benefit from a healthy and balanced diet. The childminder teaches children about good hygiene practices. For example, children explain they must cover their mouths when they cough and wash away any germs with their 'special blue soap'. Children learn to value differences and similarities as they learn about diversity and different cultures. Parents praise the childminder and comment that their children are settled and 'love spending time with her'.

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Outcomes for children require improvement

Children do not receive sufficient challenge to build on their learning further. However, children are sociable, confident and happy. They gain some skills for future learning, including when they start school. For instance, they develop good independence to manage their basic self-care. Children concentrate well in activities that capture their interest. For example, they use tweezers to pick and match coloured bees to their correlating hives. Children confidently choose activities they enjoy. For example, they focus well while designing and creating a train track.

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Setting details

Unique reference number EY312368 Local authority Stockport Inspection number 10071293 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 6 Number of children on roll 3 Date of previous inspection 16 March 2015

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Registers

The childminder registered in 2002 and lives in Stockport. She operates all year round, from 7am to 6pm, Monday and Tuesday, except bank holidays and family holidays.

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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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Registers

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Registers

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Registers

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