Walton Alison Margaret

Inspection date

Previous inspection date 14/11/2012 24/03/2009

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early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder ensures children feel secure and comfortable in the setting, for example by clearly explaining to children who the inspector is and why she is there.  Clear safety procedures are in place and children's awareness of keeping themselves safe is good.  The childminder provides a wide range of age-appropriate, good quality resources that meet the interests and needs of the children she cares for.

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It is not yet good because

 Assessment does not clearly identify children's progress and any gaps in their learning. Therefore, the childminder does not plan for each child's specific learning needs.  Children's independence is not consistently promoted with regards to their personal care. Opportunities to develop children's understanding of the importance of good hygiene practices are not used.  Limited information is shared with parents regarding children's learning and development to actively involve them in their child's learning.  Self-evaluation and reflective practice is weak. Priorities for development are not consistently identified and so improvements are not made.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the lounge and dining room downstairs

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation, the childminder's self-evaluation, a selection of policies and children's records.  The inspector also took account of a letter giving the views of parents.

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Information about the setting

The childminder was registered in 2003. She lives with her partner and her daughter, aged 14 years, in Broxbourne, Hertfordshire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently two children attending in the early years age group. Children attend on a part-time basis. She also offers care to children over five to 11 years. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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must:

 improve the assessments of each child's progress in relation to their age and stage of development, for example by using documents such as 'Development Matters in the Early Years Foundation Stage', and use this information to plan the next steps in their learning  ensure parents are kept up to date with their child's progress and development, and actively involve them in their child's learning.

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To further improve the quality of the early years provision the provider should:

 promote children's independence in managing their own personal hygiene, and develop their understanding of the importance of good hygiene practices

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To further improve the quality of the early years provision the provider should:

 develop the use of reflective practice to evaluate the effectiveness of the provision in order to identify and improve areas of weakness.

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who attend

The childminder has a basic knowledge of the Early Years Foundation Stage and is able to provide a range of activities and resources that cover all the seven areas of learning. Children are able to access the available resources and ask for toys and equipment that they would like out. The childminder has a good range of resources, which are age appropriate and meet the interests of the children she cares for. The childminder understands how children have benefitted in her care and can describe the progress they make in their speech and language. Children ask lots of 'Why?' questions, and the childminder introduces new vocabulary as she answers them. For example, while baking, she names the ingredients they use, and they have a discussion about the clothes that people wear. Children enjoy short stories and are keen to open and close the flaps on books, to find out what is hidden underneath.

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who attend

Children are given regular opportunities to count as they sing a variety of number rhymes. The childminder talks to them about the ingredients they need to make the cakes, and they estimate and count out how many spoonsful they need. The childminder explains how the scales are used to measure the ingredients, and children are then able to practise this new knowledge in their play with the toy scales. The childminder extends children's knowledge of number, for example as they guess how many ducks they might see on the river and then count them to see if they are correct. The children develop an understanding of their left and right as they play a game while out walking, where the childminder gives them directions to follow. The childminder encourages children to have a go before intervening. For example, she tells children that they did not need her help after all as they complete a large floor puzzle independently, moving the pieces around

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who attend

until they fit. However, the childminder does not have a clear view of children's current levels of achievement overall, so she does not tailor activities and questioning to their individual learning needs.

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who attend

Children play well together and enjoy lots of imaginative games, such as talking into the walkie-talkie as they pretend to be firemen. Children ask for help in connecting the train track, and the childminder does this, encouraging them to find the figures in the box to put around the track. They recognise the scales and food mixer in the play resources and use them appropriately while 'making dinner' for the childminder. She reinforces their understanding of safety as she asks them if it is hot and why they need to turn the toy oven off. Children are becoming aware of the natural world as they explore, and the childminder points things out to them while walking. For example, children found a feather on the ground and said that it was 'from bird in sky'. The childminder ensures that the children have daily exercise and promotes their physical skills using the apparatus in the park.

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who attend

Although the childminder has attended revised Early Years Foundation Stage training, she has not implemented these changes into her observational assessments. She does not always use observations to assess children's progress across all areas of learning in order to plan for their needs, interests and next steps. Therefore, children's progress is not maximised.

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The contribution of the early years provision to the well-being of children

Children feel comfortable and secure with the childminder as she ensures they are informed about what is happening that day, for example explaining to the children why the inspector was visiting. She gathers some information from the parents about children's likes, dislikes and routines, and builds on her knowledge of their needs through observing how they interact with one another and approach activities.

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The contribution of the early years provision to the well-being of children

Behaviour is generally good, and the childminder encourages children to share and work together. There is a behaviour management policy, and the childminder agrees methods with parents before children start. Children understand how to behave because the childminder explaining to them why the behaviour is unacceptable and encouraging them to say 'sorry' and give each other a cuddle.

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The contribution of the early years provision to the well-being of children

The parents supply most of the meals and snacks, although the childminder makes sure she has fruit available to complement this if necessary. She is currently working with parents to support them in providing a well-balanced diet for a child who is a fussy eater. Children develop healthy lifestyles as they walk to and from school with the childminder each day and regularly use equipment in the garden and local park.

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The contribution of the early years provision to the well-being of children

Children develop their confidence and social skills as the childminder regularly takes them to a toddler group, where they can mix with their peers. The childminder provides support for children, preparing them for their transition to other settings. For example, children about to start at a pre-school are taken to the linked holiday club to increase their familiarity with the environment and the staff.

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The contribution of the early years provision to the well-being of children

The childminder encourages children to put on their shoes and coat in readiness for school. However, children's independence is not fully promoted to enable them to manage their own personal care needs. Children do not understand the importance of good personal hygiene practices as the childminder does not explain why they need to wash their hands after using the toilet.

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provision

The childminder's knowledge of the safeguarding and welfare requirements is sound and she gives high priority to promoting children's safety, conducting comprehensive risk assessments and ensuring that all adults in the household are vetted. However, the childminder is less secure in her understanding of the learning and development requirements, particularly planning and assessment.

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provision

Children are gaining a good awareness of keeping themselves safe as they practise the emergency evacuation procedure, and the childminder talks to them while out about road safety. For example, children pretending to make dinner knew when they needed to wear oven gloves and warned the childminder to stand back when they used the toy iron.

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provision

The childminder has a positive relationship with parents, imparting clear information through her verbal discussions and policies and procedures. She regularly shares information about the children's care through the daily diaries, although these focus on the welfare of the children, rather than their learning and development. Parents are not encouraged to share and contribute to the learning journey records to involve them fully in their child's learning and development. Partnerships with other providers delivering the Early Years Foundation Stage are in the early stages of development. The childminder is aware of the importance of making these links and sharing information to ensure consistency and to identify any intervention needed.

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provision

The childminder's self-evaluation is weak, which means she has not identified areas requiring improvement. She has attended some recent training and seeks support from other childminders and the local children's centre.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

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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Setting details

Unique reference number EY244867 Local authority Hertfordshire Inspection number 819681 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 3

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Telephone number

set out in the guidance ‘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.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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