Childminder EY548017

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Teaching is variable. The childminder does not always plan activities that take account of children's age, stage and individual learning needs to foster their interests. Children do not progress as well as possible as the childminder does not consistently motivate them to engage in learning. Nevertheless, the environment is welcoming, and a range of resources are accessible to the children. The curriculum is generally broad and children acquire some skills across different areas of learning. For example, they enjoy sensory exploration using water and mud outside. However, the childminder does not focus her professional development well enough on increasing her teaching skills. Nevertheless, the childminder's home is secure and suitable for use, indoors and outside. The childminder is warm, caring and friendly. She gets to know children well. Children are helped to feel safe and settled in her care. They build positive relationships with the childminder and their

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The provision requires improvement

peers. The childminder manages children's behaviour well. Children generally listen and respond to the childminder when directed. They cooperate with care routines and like helping with small tasks, such as tidying up. The childminder establishes partnerships with parents and they comment they are happy with the care provided. However, she does not consistently exchange enough information with parents about children's learning and development. Overall, the childminder does not reflect critically enough on the quality of teaching, the planning and children's progress, in order to further raise the standards.

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need to do better?

n The planning is not good enough. The childminder routinely observes children and can identify some of the key next steps in their learning. However, she does not make good use of what she knows about children's abilities. She plans activities based around well-known children's stories but does not take account of children's age, stage or individual interests. Occasionally, children struggle to become interested and absorbed in the activities on offer, and get easily distracted. Therefore, they do not consistently progress as well as they could or develop the most positive attitude towards learning. n The childminder conducts research, works closely with a local childminder and attends regular training, such as safeguarding and first aid. However, teaching is not consistently good as the childminder occasionally struggles to adapt to children's emerging interests. She does not focus her professional development

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need to do better?

sharply enough on increasing her teaching skills so that all children continually benefit from good-quality educational experiences. n The childminder is sensitive to children's care needs. She finds out about children's individual routines when they first start and carefully follows these so that children benefit from what they need during the day. The childminder fosters children's physical well-being and good health. She offers children

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need to do better?

9 October 2019 healthy snacks and talks to parents about the nutritional benefits of the meals they send in. She promotes good hygiene routines, including frequent handwashing. The childminder encourages children to be physically active and she takes children on visits into the community every day. n The childminder provides an inclusive service. She promotes equality, tolerance and acceptance. She helps children learn about their similarities and differences in themselves and others. She talks to children about their personal features, family lives and the wider community. n Children's communication, language and literacy skills are suitably promoted. For example, children enjoy sharing stories with the childminder, dancing to familiar rhymes and songs and mark making using chalks. Children also develop basic mathematical skills. For example, children can count up to five, identify simple shapes and match colours. This helps equip children with some of the skills they

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need to do better?

need for their future learning. n The childminder builds positive relationships with parents and she exchanges information about children's care. However, she does not consistently exchange information with parents about what children know and can do, or the assessments she makes of children's abilities. This does not help to foster the best continuity in children's education between the setting and home. n The childminder does not make the best use of self-evaluation. She does not review the quality of teaching and the planning or monitor children's progress carefully enough. She does not fully consider ways to address all weaknesses to help raise the standard further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps all required records and documentation for the safe and efficient management of her setting. She completes daily cleaning and routine risk assessment checks to minimise any potential hazards or risks to children. She has a sound understanding of child protection issues and wider safeguarding. She can identify signs and symptoms of potential child abuse, neglect or radicalisation. She knows how to respond appropriately and take swift action to deal with different concerns she may have about a child. This helps to protect children and promote their safety and welfare.

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Due date

9 October 2019 enhance the planning and provide children with targeted activities that take account of their age, stage and the individual next steps in their learning to help them develop a positive attitude towards learning and progress as far as possible 02/12/2019

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Due date

extend professional development and focus sharply on increasing teaching so that all children continually benefit from good-quality educational experiences. 02/12/2019

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should:

n exchange more information with parents about children's learning and development to help foster the best continuity between the setting and home n review the quality of teaching, the planning and children's progress more carefully and fully consider ways to address all weaknesses to help raise the standard further.

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Setting details

Unique reference number EY548017 Local authority Worcestershire Inspection number 10105907 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 to 11 Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Redditch, Worcestershire. She operates Monday to Friday, from 7.30am until 6pm, all year around.

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Inspection activities

n The inspector observed teaching practice and conducted a joint observation with the childminder. n The inspector viewed the areas used for childminding and held discussions with the childminder. n The inspector looked at the documents available, including children's learning records, policies and procedures. n The inspector checked evidence of the suitability and qualifications of the childminder. n The inspector sought the views of parents from the written evidence provided.

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Inspection activities

We carried out this inspection 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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Inspection activities

9 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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