Walters, Julie Ann

Inspection date 21 May 2019 Previous inspection date 29 June 2016

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 monitor children's achievements effectively to help her identify and support their individual learning needs more precisely and to help them make better progress. n Although the childminder forms friendly relationships with parents, she does not promote their involvement with their children's learning as much as possible. n At times, the childminder does not respond to children's requests for play activities promptly enough to fully support their spontaneous ideas and interests. n The childminder does not evaluate her practice effectively to identify all areas to develop and to support continuous improvement more consistently.

p.1

It has the following strengths

n Children respond positively to the childminder's caring and friendly approach and they settle easily. The childminder keeps clear boundaries and praises children often, helping them to feel welcomed and valued in her care. n The childminder has completed some training to help develop the provision she offers children. For instance, this has helped her promote children's understanding of number and counting more effectively through their outdoor play activities. n The childminder encourages children's imaginations and exploration of different textures well in play. For example, children have fun exploring colourful water beads and laugh as they make them bounce across a table. Children mix the beads in their hands and tell their friends they are making 'bead soup'.

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 systems of monitoring children's achievements to help identify their next steps of development more precisely, and plan challenging activities to help them make better progress in all areas of their learning 16/07/2019

p.2

What the setting needs to do to improve further

improve systems for sharing information with parents about their children's achievements at home, to fully support their future learning. 16/07/2019

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 make more use of opportunities to support children's spontaneous ideas to encourage their interest and motivation in learning more effectively n strengthen systems of self-evaluation to help identify how to develop practice more accurately and make continual improvements to fully support children's care and learning needs.

p.2

What the setting needs to do to improve further

n The inspector observed children's interactions in play indoors and outdoors and viewed their learning journals. n The inspector viewed documentation, including operational policies, procedures and required records for suitability, such as first aid and qualification certificates. n The inspector undertook a short joint observation of an activity with the childminder and discussed children's learning and development. n The inspector had discussions with the childminder, including about self-evaluation procedures.

p.2

Effectiveness of leadership and management requires improvement

Safeguarding is effective. The childminder continues to update her safeguarding knowledge and understands her responsibilities to protect children's welfare. She reflects on some aspects of her provision, for example to develop the outdoor play activities, but she does not evaluate her practice well enough overall to identify all areas to improve. For example, following the last inspection the childminder made some initial improvement to how she shares ideas with parents for activities to do at home. However, she has not actively continued to encourage this involvement. In addition, she does not gain detailed information from parents about their children's abilities on entry to support her initial assessments and planning of activities. The childminder liaises with other agencies that support children's care and learning to provide a continuous approach.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder interacts positively with children and supports their imaginations and language skills well. For instance, she introduces words such as 'squishy' and 'squashy' when children play with toys of different textures. Older children like 'cooking' in the mud kitchen outdoors and say, 'we are making 'pineapple mint cupcakes'. The childminder observes children's play and provides a range of activities they enjoy. However, she does not track their overall progress effectively. This means her focus is not as precise as it could be on what children need to learn next and plans are not in place to provide more challenge in activities to support their individual development in all areas of learning. The childminder encourages children's understanding of the world well. For instance, children like going with her to the beach, where they splash in the water, dig in the sand and search for shells. They sometimes visit a nearby farm and

p.3

Quality of teaching, learning and assessment requires improvement

enjoy seeing the piglets and lambs there.

p.3

Personal development, behaviour and welfare require improvement

The childminder encourages children's physical skills well. For instance, younger children clamber through the castle climbing frame outdoors. Older children learn to balance on the 'elephant feet stilts'. Children are happy and settled. However, the childminder does not always support their immediate choices of play. For instance, at this visit she did not provide the water play or play dough activities when children asked for them, saying they could have them later or another day. The childminder promotes children's behaviour well. For example, children learn to take turns and respect the needs of others.

p.3

Outcomes for children require improvement

Children make steady progress and are confident to 'have a go' at activities. However, the childminder does not support their next steps of learning in all areas as well as possible, for example, to help provide more challenging activities and engage their interest and concentration to help them make the progress of which they are capable. Children develop some skills to help with their move to school. For instance, they independently put their drinks cups away and willingly help to tidy up their toys. Older children start to count in sequence and learn letters from their names.

p.3

Setting details

Unique reference number EY414027 Local authority Cornwall Inspection number 10062242 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 - 3 Total number of places 6 Number of children on roll 5 Date of previous inspection 29 June 2016

p.4

Registers

The childminder registered in 2010. She lives in Illogan, Cornwall. The childminder provides care Monday to Friday from 7am to 6pm all year round. She holds a childcare qualification at level 3.

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