Tingle, Elaine

Tingle, Elaine

Unique reference number (URN): EY363250 Address: 8 Trafford Road, Hinckley, Leicestershire, LE10 1LY Type: Childminder Registered with Ofsted: 29/11/2007 Registers: EYR, CCR, VCR Registered person: Tingle, Elaine

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to learn to share toys and resources. Children are starting to develop positive attitudes to learning and to playing with each other. After lunchtime, they dance and giggle with their friends as they jump high in the air. The childminder reminds children to be respectful of each other and to use good manners. For example, she encourages children to say 'please' and 'thank you' when she gives them their lunch. Younger children reach out to the childminder for cuddles, demonstrating that they feel safe and secure in her care.

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Behaviour, attitudes and establishing routines Expected standard

Children listen to instructions carefully and receive support to behave well. For example, when the childminder asks children to sit on the carpet to listen to what is going to happen next, they do so promptly. Children play cooperatively together and enjoy playing games with their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of children attending regularly. She takes prompt action if a child does not attend a planned session to make sure that children do not miss out on their early education entitlement.

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Achievement Needs attention

Children do not make enough progress in their learning. They do not receive effective support to be ready for the next stage in their learning. For example, children who are nearly ready to move on to school are not always able to communicate their needs clearly and are not fully toilet trained. Older children do not demonstrate that they are able to talk in full sentences. Younger children are not always able to express their thoughts and feelings. This limits all children's ability to progress across all areas of the curriculum.

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Children's welfare and wellbeing Needs attention

The childminder records when children have accidents or injuries and shares this information with parents and carers. However, she does not always monitor the information that she collects thoroughly. This means that the childminder is not easily able to identify if changes need to be made to the environment to prevent accidents.

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Children's welfare and wellbeing Needs attention

Children receive support to use the toilet independently. The childminder does not, however, make sure that children's privacy is always protected when doing so. As a result, children do not learn about how to manage their own personal care effectively.

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Children's welfare and wellbeing Needs attention

The childminder and any assistants she works with are kind to children and offer them cuddles when they wake up from sleeping. They get to know children's basic care needs well when they start at the setting. When children move around on their chair during lunchtime, the childminder reminds them to keep still to make sure safer eating practices are established.

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Children's welfare and wellbeing Needs attention

Children learn about animals feeling happy or sad in a story. The childminder encourages them to think about their feelings in relation to the characters. She shares nutritional information with parents. This helps to make sure that children are provided with healthy food at lunchtimes.

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Curriculum and teaching Needs attention

The curriculum for children's learning is not planned and sequenced coherently. The childminder is not clear on what she wants children to learn. She provides children with activities that do not match what they need to learn next. As a result, children's learning is incidental. For example, the childminder gives children sheets of Christmas stickers and plain paper. She describes how they are 'just doing stickers', rather than learning anything specific.

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Curriculum and teaching Needs attention

The curriculum for children's communication and language skills is poor. The childminder is not ambitious enough for what she wants children to learn. She does not have an accurate view on what children know and can do. The childminder does not support children effectively enough to develop their mathematical skills. When the childminder asks children to count the stripes they have made on a page, children start from the number 3, but are not corrected.

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Curriculum and teaching Needs attention

Children learn to be kind and share well with each other. The childminder praises children when they help her to tidy toys away, which helps to boost their confidence and self-esteem. She supports children to develop their physical skills as they play in her garden.

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Inclusion Needs attention

The childminder does not identify when some children may need additional support with their development. She does not always make effective adaptations to the curriculum to help close gaps in children's learning. The childminder has not accessed any additional training to support her practice with children who may require extra help.

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Inclusion Needs attention

The childminder does not monitor children's progress closely enough. For example, children who may struggle to form sounds in words when they are talking do not receive effective support. The childminder does not show children how to pronounce sounds correctly when they find it tricky. She has failed to recognise the difficulties that some children have with their language development.

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Inclusion Needs attention

In addition, the childminder is not working effectively with parents and carers to share this information. She does not routinely seek support from other professionals who may be able to offer guidance. As a result, children who may face barriers to their learning are not provided with a curriculum that meets their needs and prepares them for the next stage in their education.

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Inclusion Needs attention

The childminder is aware of funding opportunities that children and families may be entitled to and how she could use this to further children's development.

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Leadership and governance Needs attention

The childminder does not have an accurate view of the strengths of her provision and what she needs to do to improve. She is not able to identify when there are breaches of the statutory requirements. The childminder does not currently demonstrate effective oversight of the provision. She has not considered how the weaknesses in her provision impact on the needs of all children.

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Leadership and governance Needs attention

The childminder and any assistants she works with undertake professional development opportunities. They use these to increase their knowledge of some particular aspects of practice, for example, safeguarding. The childminder checks on the work of any assistants she works with and provides guidance on how they could improve. However, this support is having limited impact on raising the quality of the curriculum and teaching for children.

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Leadership and governance Needs attention

The childminder shares some basic information with parents and carers about children's care and learning. She does not always support parents to involve other professionals when there are concerns about a child's development. As a result, the effectiveness of partnerships with parents in supporting children's learning is limited.

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Leadership and governance Needs attention

The childminder monitors the workload of her assistants and supports their wellbeing appropriately.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder is not providing a suitable standard of care and education for children. Children are not well prepared for the next stage in their learning. They develop some independence skills as they learn to put on their own coats. However, there are weaknesses in the design of the curriculum, the quality of teaching and the childminder's understanding of what children are able to do. This is particularly emphasised for children who face barriers to learning. The childminder does not provide children with a range of engaging activities that help them to develop an enjoyment of learning. As a result, children do not achieve well and are not supported to reach their full potential. The childminder does not help children to learn how to manage their personal care. She fails to make sure that children have privacy when using the toilet facilities. In addition, the childminder does not always monitor the information she holds about children who have

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What it's like to be a child at this setting

accidents. This means that she is not able to respond appropriately to any repeat accidents or patterns in accidents occurring.

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What it's like to be a child at this setting

All children are encouraged to develop positive relationships with the childminder and any assistants she works with. Children establish friendships with their peers. The childminder shares some information with parents and carers about their children's care and learning, but this is not always effective in fully supporting children's development. She does not confidently identify when some children may need additional support and has not responded to any gaps in children's learning effectively.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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Address:

8 Trafford Road Hinckley Leicestershire LE10 1LY

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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About this inspection

The inspector spoke with the childminder and one of her assistants during the inspection.

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About this inspection

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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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