Childminder EY276809

Inspection date 27 June 2019 Previous inspection date 22 January 2019

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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Outcomes for children Requires improvement

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This is a provision that requires improvement

n Teaching is not yet consistently strong. The childminder does not adapt and reshape play experiences effectively enough, during planned activities or during child-initiated play, to more thoroughly support the quality of children's learning. This is most evident when children of different ages play together or alongside one another. Consequently, children are not making good enough progress. n The childminder does not demonstrate a thorough enough understanding of how to extend younger children's communication and language skills as they play. For example, she misses many opportunities to interact more purposefully with babies in both verbal and non-verbal ways.

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It has the following strengths

n The childminder has made many improvements to her practice. This includes extending her knowledge and understanding of all safeguarding matters. She has enhanced and maintained the quality and standards of her home environment, her outdoor spaces and her toys and resources. n Children have warm bonds with the childminder. They show that they have secure attachments with her and feel safe, happy and secure in her care. Children understand the childminder's expectations. They behave very well. With the childminder's encouragement, children show respect to each other and are learning about turn taking and sharing. n Partnerships are well established. This includes support and guidance from early years professionals working for the local authority. Parents state positively that their children enjoy attending. Partnership working with others who share the care of some children attending has a positive impact for the continuity of children's care and learning.

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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 improve teaching skills further to adapt and extend the quality of play experiences for different age groups, implemented through planned purposeful interactions and a mix of adult-led and child- initiated activities, to help ensure all children make good progress. 27/09/2019

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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 enhance practice to use more-purposeful interactions with babies to help them develop their early communication skills further.

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What the setting needs to do to improve further

n The inspector observed the childminder during her interactions with children. n The inspector spoke with the childminder to ascertain how she has improved her practice since the last inspection. n The inspector spoke with the childminder about how she plans for children's learning. n The inspector sampled the childminder's documentation and children's records. n The inspector discussed with the childminder how she evaluates the quality of her practice.

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Effectiveness of leadership and management requires improvement

The childminder demonstrates her understanding of informing Ofsted of significant matters, including changes to personal circumstances. She has reflected positively since her last inspection, sourcing guidance to help her improve steadily. The childminder acknowledges that training to extend her skills has helped her gain a much better awareness of the early years foundation stage. Although the childminder's teaching is improving, it is sometimes inconsistent. This has an impact on outcomes for children's learning. Safeguarding is effective. The childminder demonstrates a secure understanding of all safeguarding matters. She knows how to protect children. The childminder uses her policies, procedures and risk assessments to promote children's health, safety and well-being effectively.

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Quality of teaching, learning and assessment requires improvement

The childminder demonstrates a sound understanding of children's individual needs and starting points. She makes regular observations, which are shared with parents. The childminder is making progress in how she monitors children's learning and developmental achievements. She is mindful to seek further support in this aspect. However, her teaching does not effectively promote children's learning. The childminder is not proactive to extend what children already know. For example, as children name colours during chalking activities, she fails to talk about the marks they make and the pictures they create. Sometimes, she is less confident to adapt how children of different ages play. She is not always proactive to promote the ways babies communicate. For example, she misses chances to mimic sounds or use single words, for instance, to enhance developing communication. Nevertheless, the childminder has a warm manner.

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Quality of teaching, learning and assessment requires improvement

She encourages children to develop good social skills and is supportive of their mathematical understanding and literacy awareness.

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Personal development, behaviour and welfare are good

The childminder provides a broad range of resources for children, which they access independently. She knows children's individual abilities and interests. She is a good role model to children and encourages them to use polite language and play cooperatively. The childminder promotes children's independence well. This is evident as they learn to use the drink station, and the importance of why we drink water. The childminder guides children to 'rub soap in' and 'rinse' as they wash their hands. Children are very cooperative during nappy changes, counting the steps as they climb up onto the changing area. The childminder is mindful about how she supports children's awareness of differences. This is demonstrated through her links with a school in Gambia.

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Outcomes for children require improvement

Weaknesses in some aspects of the childminder's teaching abilities mean that not all children make consistent progress in their learning. Nevertheless, children are making progress and developing skills to take forward to the next stages of their learning. For example, children confidently sing songs they enjoy and know. They count during construction play and are able to identify colours and shapes, such as a triangle and a star. Babies make and form positive attachments with the childminder.

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Setting details

Unique reference number EY276809 Local authority Reading Inspection number 10093945 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 - 8 Total number of places 6 Number of children on roll 4 Date of previous inspection 22 January 2019

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Registers

The childminder registered in 2004 and lives in Whitley Wood, Reading. She works Monday to Friday, all year round. The childminder receives funding to provide free early years education to children aged 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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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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