Childminder in Worcestershire

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 Good

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The provision requires improvement

Children enjoy the warm and welcoming environment. The childminder and her assistants are kind and caring towards children and they have formed close bonds with them. However, the childminder does not consistently promote high-quality interactions with children. Children have access to a well-stocked playroom. They have opportunities for active learning and make choices from the available toys in the playroom. The childminder provides resources and activities linked to children's interests. However, she does not consistently ensure that these are challenging enough and engage children effectively, which sometimes results in children losing interest. Children enjoy singing and do this spontaneously during their play. They sing familiar rhymes and play musical instruments as they sing. The childminder provides some enjoyable activities, for example based on sand play which children enjoy. However, activities are not always planned well enough to support individual

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The provision requires improvement

children's next steps in learning. The childminder encourages children and praises them for their achievements. Children play well alongside other children. Children listen to the childminder and follow her instructions, for example to tidy away the toys. They are familiar with routines. The childminder acts as a good role model and has a consistent approach to managing children's behaviour.

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need to do better?

n Children's health and well-being are supported. Children enjoy the time they spend outdoors and successfully develop their physical skills. For example, they use the slide and push themselves along in play vehicles. The garden offers a range of equipment, including a sand and water tray, opportunities for mark making and resources such as a toy kitchen for creative play. The childminder recognises when children are tired and hungry and meets their care needs well. n Assessment and monitoring of children's progress are not securely in place. The identification of children's next steps for development is not firmly embedded into practice and therefore opportunities are missed to promote learning in the setting and at home. Weaknesses in teaching and interactions mean that the childminder does not ensure that children make the best possible progress so that they are fully prepared for the next stages in their learning.

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need to do better?

n Regular visits within the local community help children to learn about the wider world. The childminder makes use of local resources, such as nearby parks. Children's social skills are supported as the childminder takes them to a local toddler group where they can meet and play with other children. n Children enjoy playing with a variety of age-appropriate toys. They build with blocks and play with a range of toy cars and trucks. However, the childminder does not use her knowledge of children's development to ensure that teaching matches what they need to learn next. As a result, adult-led activities do not provide good challenge for each child to build on what they already know and

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need to do better?

13 March 2020 develop their curiosity and concentration. For example, a painting activity is not planned sufficiently well enough in order to engage children and enable more children to have opportunities to experiment with mixing colourful paint. n The childminder supports children to learn from the start how to share, take turns and to say 'please' and 'thank you', which helps them develop positive relationships with each other. The childminder recognises the importance of children becoming more independent before they start nursery or school. n The childminder shares information with parents about what their children have been doing during the day. She gathers information from parents about their children's routines when children first start. She uses this information to help children to settle quickly. However, the childminder does not gather detailed information about what children already know and can do to inform her planning

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need to do better?

and support children's learning from the outset. n The childminder evaluates her provision and has considered changes she wants to make. However, she has not identified where teaching is not good enough. The monitoring of staff performance does not sharply focus on the impact of teaching. Consequently, teaching practice is variable. Some staff lack strong interaction skills to support children's social and emerging language development fully.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants are aware of the signs and symptoms of abuse. They are able to describe what they would do to keep children safe by contacting appropriate professionals. Furthermore, the childminder understands the procedures to follow should an accusation be made against her or a member of her household. The childminder uses daily risk assessments effectively to minimise hazards to children in the home and on outings. She supervises children well and ensures that they are safe at all times. The childminder and her assistants have paediatric first-aid training.

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Due date

make sure that the supervision of staff is successful in providing guidance and training, to ensure consistently good teaching that promotes children's learning 30/06/2020

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Due date

13 March 2020 improve the assessment process in order to identify more pertinent next steps in learning and plan precisely to help children make the best possible progress. 30/06/2020

p.3

should:

n gather even more information from parents about what their children already know and can do when they first start, and use this information to plan for children's learning more accurately from the outset n improve interactions with children during activities, to provide them with consistently effective support and challenges in their individual learning.

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Setting details

Unique reference number EY374918 Local authority Worcestershire Inspection number 10074122 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 28 Date of previous inspection 13 July 2016

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Information about this early years setting

The childminder registered in 2008 and lives in Droitwich. She operates all year round from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with two assistants. One assistant holds an appropriate qualification at level 2. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder completed a learning walk across all areas of the setting to understand how the early years provision and the curriculum are organised. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector held discussions with the childminder and her assistants, and spoke to children at appropriate times during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living or working at the setting.

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Inspection activities

13 March 2020 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

13 March 2020 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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