Childminder in Hertfordshire

Inspection date

Previous inspection date 19/09/2013 02/12/2008

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early years provision

This inspection: 4 Previous inspection: 2 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

 On occasions, the childminder exceeds the number of children she is permitted to care for which compromises the quality of care and children's safety and well-being.  There are breaches in a number of safeguarding and welfare requirements because the childminder does not have up-to-date knowledge of the Statutory framework for the Early Years Foundation Stage. This means children's safety at all times cannot be assured.  The childminder does not have a confident level of knowledge about the prime and specific areas of learning and so the observation, assessment and planning system is not robust. This hinders children's capacity to make rapid progress across all areas of learning.  There is too little review, reflection or monitoring of the provision to identify where improvement is needed. This means the quality of the provision has fallen over time.

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It has the following strengths

 Children enjoy visits to the local adventure playground and parks. This type of activity keeps them motivated and keen to explore new experiences and equipment.  The childminder invites useful two-way communication with parents to discuss aspects of children's care and development. Children, therefore, benefit from a consistent approach and continuity between the setting and home.

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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 observed activities in the main living area.

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Inspection activities

 The inspector looked at a selection of policies, procedures, planning records and photographs of children joining in with different activities.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of parents conveyed in written references.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged six years, four years and one-year-old twins. They live in Hemel Hempstead, Hertfordshire. The ground floor of the house and rear garden is used for childminding.

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Information about the setting

The childminder attends groups for children and visits the park on a regular basis. She does not drive but walks to the local schools and pre-schools to take and collect children.

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Information about the setting

There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Saturday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 comply with the appropriate ratio requirements to ensure that the individual needs of all children are met and the quality of care and children's security is not compromised

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must:

 improve knowledge and understanding of Local Safeguarding Children Board guidance and reporting procedures so that it is clear what to do if there is a concern about a child or an allegation is made against the childminder, and devise and implement procedures for the safe use of mobile phones and cameras in the setting

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must:

 devise a procedure in the event of a parent or carer failing to collect a child at the appropriate time and make sure this information is shared with parents or carers

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must:

 develop knowledge of the learning and development requirements, specifically the educational programmes for the prime and specific areas of learning, to ensure that observations of children's learning are used to identify their age and stage in development and to monitor children's progress and any gaps in learning.

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

 develop a reliable method of self-evaluation to monitor the provision, to identify and tackle areas of weakness and to sustain continuous improvement.

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who attend

The childminder understands the importance of matching activities to children's current interests and she provides some suitable play experiences, resources and outings based on what she knows the children enjoy. However, she does not have a confident level of knowledge about the prime and specific areas of learning. As a result of this, she does not use observation and assessment well enough to establish children's starting points or to monitor their learning. This affects children's capacity to make rapid progress towards the early learning goals across all seven areas of the curriculum.

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who attend

Nevertheless, the childminder does plan some relevant next steps for the children based on simple observations of their interests. These help children develop some of the skills and knowledge that prepare them for the next stages in their learning. For example, she takes the young children to a number of different activity groups where they learn to socialise and to share equipment with other children. The childminder provides appealing resources, such as 'aqua pens', for children to make marks with and develop their fine motor skills. Children are able to control these pens well because they are chunky and easy to hold. This helps them sustain their interest in using them as they experiment with drawing on a wipe-clean mat. However, the childminder's interactions are not consistently challenging and sometimes she is distracted by the demands of her own young children. At these times, children are less motivated and inclined to wander about without

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who attend

purposeful engagement. In fine weather, the childminder makes regular use of local adventure parks to enable children to develop gross motor skills where they enjoy trying out new climbing equipment and slides. Children are keen to use emerging language to express their enjoyment about these visits, for example, smiling excitedly and saying 'slide' and 'bubbles' when asked to recall what they do at the park. When it is wet, the childminder provides physical activities indoors, such as musical movement, which encourages children to explore moving their bodies in different ways.

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who attend

The childminder shares information with parents to ensure there is some consistency in children's learning. Any identified developmental issues are discussed so that suitable activities are provided. For example, where children have an identified speech and language difficulty she encourages role play games to help develop their speech and confidence in play situations that she knows that children enjoy. Children, therefore, are given appropriate support to make some progress. The childminder obtains information and records about children's learning from previous settings that they have attended. However, she does not make the best use of these records to establish children's starting points on entry as a basis for assessing and monitoring their progress.

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

The childminder gathers the necessary basic information from parents about children's health, dietary needs and sleeping patterns to enable her to understand and follow children's personal care routines. She offers a gradual settling-in process so that children build emotional attachments over time. A parent reports that her children settled-in very quickly and enjoy attending. However, on occasions the childminder cares for more young children than requirements allow, which makes it difficult for her to give sufficient attention and provide emotional security to all the children present. When the childminder's own young child is very unsettled and requires frequent comforting, she finds it difficult to ensure the well-being and enjoyment of all the other children and resorts to using the television as a temporary distraction. At other times, children are more content and engaged. Children play in a comfortable home environment where resources

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

and toys are stored at child height. The childminder sets out some favourite toys on the floor so they are more easily accessible. Children use these cooperatively and begin to make independent choices in their play.

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

The childminder uses a consistent approach to managing children's behaviour. She reinforces expectations, such as reminding children not to stand on the dining chairs, and is quick to praise children's efforts and achievement. This helps develop their confidence and self-esteem. She works well with parents to discuss any individual issues so that common strategies to manage unwanted behaviour are used. This helps children to manage their feelings more maturely and equips them for cooperative learning as they progress to nursery and school.

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

Children get daily fresh air and exercise during the school run. The childminder talks to older children about road safety on the walk to and from school and ensures that younger children are secure in buggies, which she checks regularly for safety. When using play apparatus in the park the childminder assesses whether equipment is age-appropriate and guides children on using it safely. Children, therefore, develop an awareness of how to keep themselves safe. Children are encouraged to do some things for themselves. Older children are encouraged to wash their hands and faces independently using individual towels and flannels to minimise the risk of cross-infection. Younger children are cleaned with baby wipes but are encouraged to help themselves to drinks and feed themselves. Children, therefore, gain basic awareness of how to manage their hygiene and personal care needs. The childminder offers a variety of different fruits and vegetables with

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

children's meals and snacks. This encourages them over time to broaden their tastes and to make healthy choices.

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provision

The childminder, although an experienced childcare practitioner, does not have a secure or up-to-date knowledge of the Statutory framework for the Early Years Foundation Stage. As a result of this, some of the safeguarding and welfare requirements are not met and this impacts on the safety and well-being of the children. Despite a good knowledge of how to spot the signs and symptoms of potential abuse, the childminder does not know which agencies to report any safeguarding concerns to and her written statement on the protection of children does not reflect current guidance. This is also a breach of the requirements of the Childcare Register. Furthermore, she is unaware of the requirements for a procedure to follow in the event of any allegations being made against herself, and she has not considered procedures to cover the safe use of mobile phones and cameras. In addition, she has not devised the procedure to share with parents that sets out what to

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provision

do in the event of a parent or carer failing to collect a child. Therefore, children's safety is compromised and their safety is not assured by the robust implementation of all necessary policies and procedures.

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provision

The childminder has moved premises since her last inspection and demonstrates that she has adequately assessed the new property for risks and put suitable measures in place to minimise risks. For example, she keeps children safe within the main living areas by using stair gates so they cannot access the stairs unsupervised and locking the door to prevent access to the kitchen. She demonstrates how any change to the environment is assessed. Recently, for example, she prevented the children from using the garden for outdoor play while some damaged fence panels were replaced and she devised a risk assessment on the use of a new trampoline. The childminder has an up-to-date first aid certificate and follows appropriate procedures for dealing with accidents and administering medicines, in agreement with parents' wishes.

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provision

The childminder understands the importance of working in partnership with others where children attend other early years settings or where other professionals are involved. She makes sure that parents pass on relevant information to her and provide her with access to previous learning records. She is beginning to establish links with new settings that some children attend in order to find out how they can work together to provide continuity for children's care and learning.

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provision

The childminder does not use self-evaluation to continually improve her practice. She was advised to implement a self-evaluation process at her last inspection and to further develop the observation and assessment system. However, these recommendations have not been addressed sufficiently. Since returning to childminding following a break last year, she has not reviewed her practice or policies rigorously enough to identify the gaps in her knowledge or to make specific plans for future development. Although she plans a generally broad educational programme for children, there is too little understanding of the areas of learning for her to monitor whether it is effective in meeting the precise learning and developmental needs of the children. This lack of effective self-evaluation and monitoring of the provision restricts the capacity to maintain continuous improvement.

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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:

 update the written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse and neglect (Compulsory part of the childcare register)  update the written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse and neglect (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 EY369153 Local authority Hertfordshire Inspection number 873718 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 2 Number of children on roll 4

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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

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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