Childminder in Hertfordshire

Inspection date

Previous inspection date 01/07/2013 05/11/2009

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Children are not engaged in purposeful play because the childminder does not provide suitably planned activities, which challenge and stimulate learning and development.  Observations and assessments are not used to monitor children's progress and learning styles, or to plan for children's next steps. As a result, children's progress is inconsistent and they are not gaining the skills they need in order to be ready for school.  The childminder demonstrates a poor understanding of the Statutory framework for the Early Years Foundation Stage which results in poor monitoring of children's progress.  Children's good health is not sufficiently promoted because food is not stored safely and children are not always provided with regular snacks, in line with parental wishes.  Ineffective systems for self-evaluation mean that the childminder does not identify areas of practice in need of improvement and does not take steps to address

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This provision is inadequate

weaknesses in her knowledge, understanding and practice.

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It has the following strengths

 Children's safety is supported through a range of risk assessments and the childminder's knowledge of the procedure to be followed in the event of a safeguarding concern.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of policies, procedures and photographic evidence of children joining in with a range of activities and experiences.  The inspector carried out a joint observation with the childminder.  The inspector observed activities in the downstairs areas of the home.

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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged 15 and 19, in a house in Hitchin, Hertfordshire. The whole of the childminder's home is used for childminding. The family has no pets. The childminder attends toddler groups and activities at the local children's centre and she visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. There are school-aged children who are cared for before and after school on a daily basis. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve knowledge and understanding of the Early Years Foundation Stage to effectively promote the learning and development of all children and to ensure that they are ready for school

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must:

 plan and provide a range of challenging and enjoyable experiences for all children, through a mixture of adult-led and child-initiated activities, and take into account their next steps to promote development

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must:

 ensure that children are provided with healthy, balanced and nutritious snacks in line with their parents' wishes and ensure food is stored safely

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must:

 use information obtained from observing children to understand their level of achievement, interests and learning styles in order to shape learning experiences for each child reflecting those observations to help children make the best possible progress in their learning and development

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must:

 ensure children's care, learning and development needs are met by implementing more thorough and focused self-evaluation, which includes the views of parents and children, and identifies where improvement is needed.

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who attend

The childminder has a poor knowledge and understanding of the Statutory framework for the Early Years Foundation Stage. As a result, there are weaknesses in the teaching and learning. She does not plan a range of activities for the prime and specific areas of learning and children are not provided with challenging and enjoyable experiences. Observations and assessments are not used to understand each child's level of achievement, interest or learning style. Children's next steps are not incorporated into the planning of activities and, as a result, children are not effectively supported in reaching expected levels of development.

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who attend

Children's language development is partly promoted through regular conversations with the childminder as, for example, they talk about the various foods and cakes they are using as part of their shopping game. However, as the childminder has not implemented effective observation and assessment measures she does not know where children are in their learning. The childminder provides limited opportunities for children to make independent choices about their play because she does not plan activities and experiences that match their needs, or provide enough challenge to encourage progress. As a result, children's development is not the best it can be, given their starting points. Children make choices about their play from the resources available to them. However, the environment and the available resources are not used to promote sufficient challenge or engage children's interest for very long.

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who attend

Children respond happily to the childminder as they play a shopping game together. They use a range of pretend food and equipment as the children pretend to bake a cake. The childminder interacts well with the children and joins in with their play. However, there is no extension of the game to promote the children's communication and language development. While using a range of resources to build shapes, the children happily show the childminder what they have created, saying 'look what I did'. The childminder responds with praise telling the children 'well done for balancing' but there is no extension or discussion about how the children built the pyramid, or what shaped pieces were used. Consequently, there are gaps in the children's learning and development. The childminder communicates with parents on a daily basis, at drop off and collection times and parents are generally encouraged to share what they know about their child, through discussion.

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who attend

Children are not well prepared for school, or their next stage of learning, because the childminder is unclear about their development and how to encourage further progress, for example, through planned, purposeful adult-led activities and experiences.

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

Children's health and well-being are not effectively promoted. For example, children do not always receive snacks at appropriate times because the childminder does not always ensure that she has sufficient quantities of suitable foods in the house. Even when these are supplied by parents, they are not always stored safely or offered to the child at the expected time. Consequently, children are not always offered healthy snacks to effectively meet their nutritional needs.

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

Children behave appropriately and their self-esteem is generally promoted because the childminder rewards children verbally when they do something well. For example, as children happily share the resources with other minded children, the childminder praises them. However, their independence is not as well developed because the childminder lacks an understanding of the importance of this. For example, during an activity where a weather chart is changed, the childminder does not provide children with opportunities to do things for themselves. As a result, children are not effectively challenged and their independence is not promoted.

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

Children are happy and have developed a comfortable relationship with the childminder who provides a welcoming environment where children can access a range of resources, which are rotated appropriately. Partnerships with parents are encouraged and they are asked to share what they know about their children before they start. The childminder provides opportunities for children to have settling-in visits before they start to support her knowledge and understanding of children's individual likes and dislikes. Currently, there are no children attending in the early years who also attend other settings so the childminder has not built links to promote continuity of care. However, the childminder is able to demonstrate the importance of these links.

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

Children have opportunities to learn about road safety while out of the home and during their walks to and from school. The childminder ensures that children learn about the importance of staying safe and children are able to explain that 'wearing seat belts keeps them safe'. As a result, children's safety and their understanding of risks are supported. Children have daily opportunities to enjoy fresh air and exercise as they regularly walk to and from school and visit local parks. Furthermore, children attend a range of local groups where their physical skills are promoted and their social skills are encouraged. Children are supported in developing their self-care skills as, for example, children are encouraged to use the toilet and wash their hands appropriately.

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provision

The childminder does not fulfil her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage with regard to the educational programmes. She does not monitor or evaluate activities to ensure that they reflect the needs, abilities or interests of the children attending. Consequently, gaps in children's learning and development are not narrowed.

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provision

Poor self-evaluation means that areas of weakness are not identified and, therefore, action is not taken to promote continuous improvement. As a result, the childminder is not ambitious about improving her setting or practice. Relationships with parents and carers are in place, with the childminder discussing children's care needs and requirements with parents. However, for older children this is not as effective and the childminder is not as consistent with the information she exchanges. For example, information about children's specific special educational needs is not known. This is a breach of the requirements of the Childcare Register.

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provision

Relationships with other providers are not currently in place because children in the early years do not attend other settings. Children are reasonably safeguarded because the childminder demonstrates awareness and understanding of the written policies and procedures she has in place to protect children. She has previously attended additional safeguarding training and she is aware of the relevant agencies to be contacted if she has concerns. However, the childminder is not meeting all safeguarding and welfare requirements. Additionally, because the childminder has a poor understanding of the learning and development requirements, children are not able to make progress in all areas of learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 take all reasonable steps to ensure that the needs of each child are met, with particular reference to those with special educational needs (compulsory part of the Childcare Register)  take all reasonable steps to ensure that the needs of each child are met, with particular reference to those with special educational needs. (voluntary part of the Childcare Register)

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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 action. 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 149619 Local authority Hertfordshire Inspection number 876197 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Telephone number

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.

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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, which are usually the childminder’s 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

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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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