Knee-Rimmer, Louise Elizabeth

Inspection date 11 June 2019 Previous inspection date 14 June 2016

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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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Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not assess children's learning and progress effectively enough. This does not support her to accurately identify what they need to learn next and enable them to make good progress. n The teaching of some planned activities does not ensure that the needs of all children are well met, or that they are supported to be challenged and consistently engaged in play and learning. n The childminder's evaluation of the provision does not focus sharply enough on identifying areas for improvement that will develop her practice and improve outcomes for children. n Teaching about similarities and differences does not fully support children to learn about people, families, communities and traditions outside of their own experience.

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It has the following strengths

n Children are happy and confident in the childminder's care. They have good relationships with the childminder and are confident to communicate with her. They select activities independently from the available resources. n The childminder takes children on regular visits to broaden their experiences. For example, they visit parks, the library, soft-play centres and age-appropriate groups. n Parents are happy with the care their children receive and say they are always happy to attend. They value the range of experiences provided for their children.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must: Due date review and develop the system for assessing children's learning and progress, ensuring that what they need to learn next is accurately identified and addressed so that they all make good progress 11/08/2019

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What the setting needs to do to improve further

improve teaching to ensure that the needs of all children are well met and that they are challenged and consistently engaged in play and learning. 11/08/2019

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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 strengthen self-evaluation to more accurately identify areas for improvement to further develop practice and improve outcomes for children n extend opportunities for teaching children about similarities and differences and support them to learn about people, families, communities and traditions outside of their own experience.

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What the setting needs to do to improve further

n The inspector observed and assessed the quality of teaching of children playing indoors. n The inspector carried out a joint evaluation of a planned activity with the childminder. n The inspector looked at relevant documents, including evidence of the suitability of adults, policies, and children's assessment records. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took account of parents' views.

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Effectiveness of leadership and management requires improvement

The childminder does not review her own practice well enough to ensure that the learning and development requirements are fully met. There are gaps in her knowledge and practice with regard to teaching and assessments. However, the childminder does keep up to date with some early years issues. For example, she links with other childminders and has membership of online childminding groups. She seeks out information to support her knowledge of new developments linked to statutory training, such as to increase her knowledge of child protection. The childminder ensures her assistant is kept up to date with paediatric first-aid and child protection training. However, she does not fully assess the strengths of her own practice and identify priorities to improve. Arrangements for safeguarding are effective. The childminder is aware of her responsibility to keep children safe and knows the procedures to follow if

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Effectiveness of leadership and management requires improvement

she is concerned about a child. The childminder provides a safe and secure environment for the children in her care.

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Quality of teaching, learning and assessment requires improvement

The childminder's assessments of children's learning are not precise enough to support her in planning effectively for their future learning. Some activities lack challenge and children are not consistently engaged in play and learning. That said, the childminder does offer children some guidance during their self-chosen play and supports their language development. She responds to the gestures of very young children and repeats back the single words they say. Pre-school children develop their conversational skills as they recall information about their holidays. The childminder regularly reads books to the children. She encourages and welcomes their comments as they enjoy the story. Children develop their handling skills as they draw, paint and fit jigsaw pieces together. Older children persevere to use stickers independently.

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Personal development, behaviour and welfare require improvement

Although the childminder responds to children's comments about similarities and differences, she does not provide enough opportunities for children to learn about diversity. The childminder provides a welcoming environment that is safe. Individual settling-in arrangements are planned with parents and this supports children to feel safe and secure. Children confidently move around the setting and are offered appropriate support to meet their own care needs. The childminder teaches children how to take turns and begin to understand the needs of others. She intervenes in play to support children to resolve disagreements. Children are prepared well emotionally and socially for the move on to school. For example, they socialise with different children and adults at groups.

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Outcomes for children require improvement

Children do not receive enough support to make the best possible progress, however they do gain the basic skills needed for moving on to pre-school or school. Pre-school children begin to identify initial sounds and represent their names. They choose to look at books independently. Children follow simple instructions and respond positively to routine aspects of the day such as tidying up and sitting down together for a snack.

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Setting details

Unique reference number EY410149 Local authority Warwickshire Inspection number 10074484 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 5 Date of previous inspection 14 June 2016

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Registers

The childminder registered in 2010 and lives in Rugby. She operates all year round from 7am to 7pm on Tuesday, Wednesday and Thursday, except for family holidays. The childminder occasionally works with an assistant. She offers funded places for 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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Registers

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Registers

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Registers

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Registers

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