Hamdan, Meriem

Inspection date

Previous inspection date 19/09/2013 30/10/2008

p.1

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

p.1

This provision is inadequate

 The childminder does not have sufficient understanding about the requirements of the Early Years Foundation Stage. For example, she does not know when she must inform Ofsted of significant events, which may impact on the care she provides to children.  The childminder does not make sure that all areas in her home used by children are safe. This means that children are at risk of harm.  The way that the childminder reflects on the service she provides is not effective. This results in her not identifying improvements or training, which are needed to ensure that legal requirements are met.  The childminder's planning and assessment is not accurately based on the child's next stage of development. This impacts on children's progress because learning experiences provided are not matched to their individual needs.  The childminder's partnership with parents and other settings children attend does not

p.1

This provision is inadequate

include the exchange of information about their learning. This hinders children's progress.

p.1

It has the following strengths

 Children are encouraged to take part in physical play during trips out of the setting to local parks. This enables them to access large play equipment, which helps to develop their coordination and balance.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children taking part in activities in free-flow play in the living room of the childminder's home.

p.2

Inspection activities

 The inspector looked through a range of relevant documentation, including the childminder's policies, procedures and children's development records.

p.2

Inspection activities

 The inspector held a wide range of discussions with the childminder and interacted with minded children.

p.2

Inspection activities

 The inspector took account of the views of parents spoken to on the day and through information provided by the childminder.

p.2

Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged 16, 13, 10 and eight years in a house in Hoddesdon, Hertfordshire. The whole of the ground floor and first floor toilet are used for childminding. Children's outdoor play opportunities are provided through regular visits to local parks.

p.3

Information about the setting

The childminder attends activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre- schools.

p.3

Information about the setting

There are currently two children on roll in the early years age group who attend for a variety of sessions. The childminder works all year round between the hours of 7.30am and 6.30pm with the exception of family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 ensure risk assessments are reviewed regularly and implemented effectively in practice, that they identify aspects of the environment that need to be checked on a regular basis and how the risk will be removed or minimised

p.4

must:

 foster a culture of continuous improvement by implementing self-evaluation to set realistic targets and drive future improvement

p.4

must:

 improve the daily experience of children in the early years setting by updating training, skills and knowledge of the Early Years Foundation Stage

p.4

must:

 ensure that precise ongoing assessment and planning is undertaken as an integral part of the learning and development process in order to, understand children's level of achievement; shape learning experiences for each child reflecting those observations

p.4

must:

 develop the two-way flow of information with parents and/or carers to actively seek to engage and support them in guiding their child's development at home

p.4

must:

 put in place arrangements for sharing information and partnership working with other providers of care and education that children attend, in order to fully support their care, learning and development.

p.4

who attend

The childminder has a poor understanding of the requirements of the Statutory Framework for the Early Years Foundation Stage. She finds out some information from parents about each child's development needs prior to their start date. However, this information is not used to assess children according to their abilities. Ongoing observations are not completed on a frequent basis and assessments are based on children's age rather than their development stage. Therefore, the planning of learning experiences from the start of the placement does not successfully match activities to children's individual needs. As a result, they are not appropriately challenged or supported to make sufficient progress in learning, given their age, abilities and starting points. For example, children's level of communication and independent thinking are not fully recognised by the childminder. Methods to involve parents in their children's learning are not effective. This is because

p.4

who attend

the information shared is based on inaccurate assessments of their abilities. This does not help parents to gain a clear understanding about their child's progress or provide them with accurate information about how they can support learning at home. Teaching techniques used by the childminder are ineffective, this is because they are not tailored to support the individual needs of children. During activities she frequently leads children's play and learning, failing to give them sufficient time to have a go for themselves. For example, they are not given the chance to independently pour paint into a bowl. This shows the childminder's lack of understanding regarding how young children learn through investigation. Consequently, they are making inadequate progress in learning and are poorly prepared for their eventual move to mainstream school.

p.4

who attend

Children's communication and language is not sufficiently fostered. This is because the childminder does not promote children's thinking by allowing them to take the lead in conversations. For example, she asks a series of closed questions about a photograph of a recent trip to the duck pond. Children are directed by the childminder about what to choose from the satisfactory range of toys and resources available to them. This shows her lack of understanding with regard to effective learning and means that children have limited opportunities to explore and discover. The childminder sits alongside children during play, suggesting what and how they should complete their task. This does not encourage them to develop critical thinking. As a result, they fail to attempt problem solving, demonstrating a dependence on the childminder. This does not adequately foster confidence and a willingness to have a go at working things out for themselves. The

p.5

who attend

childminder promotes children's physical development through regular trips to local parks. This enables them to access large play equipment, which helps to develop their coordination and balance.

p.5

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

The childminder holds discussions with parents prior to their child starting. The childminder invites children and their parents to spend some time in her home. This supports them to become familiar with the new environment, the childminder and her family. Children develop sound bonds with the childminder, which is shown through their interactions with her. For example, they stay nearby her when unfamiliar adults enter the home. Children respond to her instructions and work comfortably together as they learn about acceptable behaviour. Information is gathered about each child's personal care and some areas of development prior to their placement. This ensures that the childminder has sufficient information to adequately support children's well-being as they move into her service. However, the childminder's lack of understanding regarding assessment, impacts adversely on children's development. As a consequence, their independent

p.5

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

thinking is not sufficiently fostered. For example, children rely on the childminder to choose what activities they take part in. This does not sufficiently support future learning, such as moving on to nursery or main stream school.

p.5

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

At times the childminder talks to children about keeping safe. For example, she gently reminds them to be careful during play. Children demonstrate they feel safe and secure in the childminder's care. However, their feeling of safety and security is undermined because there are inadequate safety measures in place. This puts children at risk of harm and results in them gaining a false sense of security. The childminder is registered with her local authority Environmental Health Department and has completed food hygiene training. This means that she is aware of good practice issues with regard to the storage and preparation of food. Hand washing and drying procedures help to teach children about basic hygiene practice. For example, they are provided with individual towels, which prevents cross-infection. Children are provided with opportunities to spend time in the fresh air, for example, they regularly visit local parks.

p.5

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

This helps them to gain some understanding about how to maintain a healthy lifestyle.

p.6

provision

This inspection took place due to a concern received by Ofsted regarding the childminder's understanding of notifying them of any significant events. This concern was found to be accurate and demonstrates that the childminder failed to notify Ofsted of a significant event. This is a breach of the Early Years requirements and the requirements for the Childcare Register. The childminder now knows what she must notify Ofsted about with regard to the suitability of members of her household in the future. On this occasion Ofsted is not taking any further action.

p.6

provision

The childminder shows an inadequate understanding of how to meet all of the safeguarding and welfare requirements of the Early Years foundation Stage. Risk assessments of the premises are undertaken by the childminder. However, she does not demonstrate a sufficient awareness of how to minimise identified risks to children. For example, she has failed to prevent young children from accessing the stairs leading to the first floor. As a result, their safety and welfare is compromised. This is a breach of the welfare requirements and of the requirements for the Childcare Register. The childminder has a paediatric first aid qualification, which means she is adequately trained to provide emergency treatment to children in the event of an accident. Training in safeguarding has been undertaken by the childminder, which ensures that she remains up to date with current practice. A sound policy is in place, which demonstrates her general understanding

p.6

provision

of child protection procedures and includes a mobile phone and camera policy.

p.6

provision

The childminder has an insufficient understanding of how to effectively implement the learning and development requirements. This was raised as a recommendation at the last inspection and has not been sufficiently addressed. Consequently, educational programmes are inadequate because they do not sufficiently meet the needs of children attending. Partnerships with other settings children attend are inadequate. This is because the childminder has failed to actively promote a two-way exchange of information regarding children's care and individual next steps in learning. As a result, children's continuity of care and learning is not adequately supported. Parents report that they receive verbal feedback from the childminder regarding some of their child's achievements. They also report that they are happy with the care provided by the childminder.

p.6

provision

The childminder's self-evaluation is ineffective. She has failed to implement a recommendation raised at her last inspection, which demonstrates a lack of commitment to continuous improvement. This means children do not benefit from rewarding experiences in the home. The childminder does not seek the views of parents and children and has taken too little action to tackle some areas of identified weakness. For example, minimising risks to children in her home. This has resulted in breaches of welfare requirements regarding children's welfare and safety as identified above. Therefore, improvements have had insufficient impact towards adequately improving practice.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.7

actions)

The requirements for the voluntary part of the Childcare Register are

p.7

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

 ensure that all necessary measures are taken to minimise any identified risk (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risk (voluntary part of the Childcare Register).

p.7

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.

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY365884 Local authority Hertfordshire Inspection number 932204 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

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

p.11