Childminder EY542490

Inspection date 23 May 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 Children do not make good progress. The childminder does not link activities closely enough to children's individual stage of development, to support all children to participate and to extend their learning. n The childminder does not recognise when children may require some additional support in their learning and does not seek help and advice from relevant professionals. n Although the childminder models language effectively for children, she does not provide enough opportunities for them to develop and practise their speaking skills. n The childminder has made some improvements to the environment to enhance children's experiences. However, self-evaluation is not accurate enough to enable her to identify and target all weaknesses.

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It has the following strengths

n Children feel secure and comfortable in the childminder's company. The childminder forms warm and caring relationships with the children. She attends to their care needs sensitively and promptly. n The childminder knows the children's personalities well and recognises what they can do. She shares this information effectively with parents and other settings children attend, to promote consistent care arrangements and experiences. n The childminder provides welcoming and stimulating play areas for children, which motivates them to explore and investigate the available toys and resources.

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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 to reflect more precisely on areas for improvement to raise outcomes for children.

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What the setting needs to do to improve further

n The inspector observed children during self-chosen play and adult-led activities. n The inspector carried out a joint observation with the childminder to reflect on the quality of teaching. n The inspector spoke to children and joined in with their play throughout the inspection. n The inspector held discussions with the childminder about the requirements of the early years foundation stage. n The inspector sampled a range of documents, including children's learning records, self-evaluation, policies and procedures.

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Effectiveness of leadership and management requires improvement

The childminder's evaluation of her practice is not precise enough to enable her to identify weaknesses in planning and supporting children who may need additional help. Safeguarding is effective. The childminder has a secure understanding of how to recognise signs that a child's welfare may be at risk, including from extremist views. She knows how to refer safeguarding concerns to the relevant authorities. The childminder provides a safe and secure environment for children. For example, she uses safety gates to limit children's access to the hallway and kitchen, to ensure children remain together at all times under her close supervision. The childminder has kept up-to-date with mandatory training and has made good use of some professional development opportunities. For instance, she has learned different behaviour management strategies to help children to understand the expectations.

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Quality of teaching, learning and assessment requires improvement

Although the childminder monitors children's development and plans some enjoyable activities, she does not consider children's individual learning needs. As a result, activities sometimes lack challenge. For example, babies are not encouraged to move, or develop their control and coordination when showing an early interest in crawling. When painting, the childminder does not support older children to develop their mark-making skills. The childminder promotes children's early reading skills well. She frequently looks at books with them, reading with varied tones that capture children's interest. The childminder does not identify when children may require additional support, to enable her to implement targeted strategies and work in partnership with outside agencies. Older children demonstrate good imagination skills, such as moving toy cars along the roads on maps. The childminder does not make good use of activities and routine tasks

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Quality of teaching, learning and assessment requires improvement

to develop children's speaking skills. She does not provide many opportunities for children to talk and share their ideas, such as when looking at books and at mealtimes.

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Personal development, behaviour and welfare require improvement

The lack of challenge during adult-led activities means that children do not receive enough support and encouragement to take part and concentrate. Babies become upset when they can see older children painting on tin foil and are not allowed to join in, and older children lose interest in activities. The childminder provides gentle prompts to teach children how to behave. For instance, she explains the need to share when children snatch toys from each other, which reassures them that they will get a turn soon. The childminder prioritises children's health, such as by reminding them to wash their hands appropriately. She shows sensitivity and respect for children as she manages their care routines. For example, she gives children privacy when changing their nappy.

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Outcomes for children require improvement

Children make steady progress. However, weaknesses in planning, the quality of teaching and the support for children who need additional help do not enable them to make the progress of which they are capable, in preparation for school. Children develop some mathematical skills, such as counting in their games. Babies enjoy investigating the sounds of different rattles. They listen curiously and smile happily at the noises.

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Setting details

Unique reference number EY542490 Local authority Torbay Inspection number 10090076 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 0 - 4 Total number of places 3 Number of children on roll 3 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Torquay, Devon. She operates all year round from 7.30am to 5pm, Monday to Friday. The setting is known as 'Tasha's Childminding'.

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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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