Yeboah-Hinton, Barbara

Inspection date

Previous inspection date 15/07/2014 12/09/2013

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early years provision

This inspection: 4 Previous inspection: 4 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

 The childminder does not keep a daily record of the children who she cares for. As a result, children's welfare is not fully promoted.  The childminder does not have an appropriate first-aid certificate, so children's health and welfare are compromised in the event of an emergency.  Children do not always have sufficient time to think about their responses to questions posed, as the childminder is enthusiastic in promoting children's learning, she occasionally does not promote thinking time and answers her own questions.

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It has the following strengths

 The childminder's knowledge of the procedure to be followed in the event of a child protection concern arising is appropriate.  Children learn about personal safety because the childminder teaches them how to keep themselves safe in various situations. Therefore, children grow in confidence in a secure environment.  The childminder has solid relationships with parents in respect of the care needs of children. As a result, children's well-being is promoted.

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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 childminder's house and talked with the childminder and the children present at the time of the inspection.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.  The inspector conducted a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Watford, Hertfordshire. The whole of the house and the rear garden are used for childminding. The childminder currently has one assistant working with her, on an occasional basis. The childminder visits the shops and park regularly. She collects children from the local schools and pre-schools. 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 7am to 7pm, Monday to Friday, except bank holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 obtain an appropriate paediatric first-aid qualification

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must:

 ensure a record of the names of the children being cared for and their hours of attendance is in place.

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

 use a wider range of teaching strategies, for example, by promoting thinking time, so children are given sufficient time to answer questions and to put their thoughts into words.

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who attend

Teaching is of a good standard. This is because the childminder promotes children's choice, by allowing them time to choose activities independently. She gives them time to play with the toys before carefully questioning them about what they are doing. For example, children seek out musical instruments to play with. The childminder asks them to think about the different sounds that they can make and encourages them to play loudly, softly and to shake them. The activity is extended when the childminder and the children march around the room copying each other while making noises. Therefore, children's physical development and listening skills are promoted well. Children are encouraged to make predictions by guessing what is inside a treasure box. They enjoy covering their eyes and feeling inside the box, before removing the objects. The childminder uses appropriate open-ended questions to help them to guess what they have found. However,

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who attend

there is scope to use a wider range of teaching strategies, for example, by promoting thinking time, so children are given time to answer questions posed and to put their thoughts into words. Children's imaginations are encouraged when they excitedly dress the childminder up in hats from the role-play area. They talk to the childminder about what the hats look like on her and what colour they are. Children are attentive because the childminder encourages them to listen to instructions when singing and doing the actions for songs. They move their bodies to the music and are happy to clap together. The childminder teaches children to socialise with each other during free-play activities and at meal times. They help each other to carry toys and to tidy up after playing. They share equipment, such as brushes, when painting the chalkboard with water. As a result, children are motivated to try things for themselves and work together with their peers to

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who attend

achieve results. The childminder encourages children to speculate and test ideas through trial and error. For example, when investigating the feel of jelly, children use different tools to touch it and they then talk about what happens. Consequently, children are learning to experiment and use language to describe outcomes.

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who attend

Children play with a wide range of toys at the childminder's home. For instance, there are electronic toys to develop their understanding of technology. There is a book area where they can choose to read stories and there are role-play resources to encourage their imaginations. Each room in the childminder's home is thoughtfully laid out with sensory areas to encourage painting, space to move and dance in and areas for the children to practise their emerging writing skills. Children's school readiness is promoted. For example, children are learning the first steps of being able to care for themselves, by role playing about how to look after dolls. The childminder encourages children to feed the dolls and be kind to them. Furthermore, children are taught useful skills, such as listening, stopping what they are doing and tidying up for themselves. As a result, children are supported to be ready for school when the time comes. Older children take part in

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who attend

activities, which promote the specific areas of learning, such as counting objects around them. Furthermore, they are learning simple sums, such as adding one more to something or taking one away. Children are also encouraged to recognise numbers and find them on posters and floor mats. As a result, children's mathematical development is supported.

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who attend

The childminder observes children so that she can assess their developing skills and abilities. Children's next steps are also identified and listed. She uses this information to plan interesting experiences for the children, so that they are appropriately challenged. She records this information in learning journals, which link to the seven areas of learning and development. As a result, children make good progress towards the early learning goals. The childminder shares information with parents about their children's progress on an informal, but regular basis. She completes a daily information sheet, which tells parents what activities their children have been involved with, each day. The childminder has a good knowledge of the progress check for children between the ages of two and three years. She completes the assessment and discusses the next steps with parents. In addition to this, she shares information with parents about the requirements of the Early

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who attend

Years Foundation Stage so that they understand how their children learn. As a result, the childminder and parents work well together to support children's continuous learning.

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

The childminder does not have a current first-aid qualification, so children's health and welfare are compromised in the event of an emergency. Nevertheless, children are well supported by the childminder and enjoy their time at her home. They attend settling-in sessions prior to their first day and parents complete About me forms so that the childminder has a full picture of the children's likes and dislikes before they start. This means that children are happy and separate from their parents with ease. The childminder helps children to feel at home while they are with her, by playing music and displaying their artwork on the walls. As a result, children are becoming self-assured in their environment and transfer between settings easily. Parents are happy with the care that the childminder provides. This is because she communicates with them on a daily basis about what children have eaten, how they have slept and toileted during the day. Parents

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

also share important care information with the childminder at collection and drop off times, which the childminder uses to ensure routines are closely linked with parent's requirements. The childminder reminds children to share toys with each and to be kind to one another. She offers them lots of praise when they display positive behaviour, such as good manners and being gentle. As a result, children behave well and the environment is calm.

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

Children are forming strong bonds and attachments with the childminder and their peers. They smile and laugh throughout activities and happily go to the childminder for cuddles and reassurance. The childminder offers lots of praise and encouragement when they are playing. Children play together and enjoy each other's company. Therefore, their emotional well-being is promoted. Children are motivated to try to do things for themselves. For example, they attempt to pour their own drinks at meal times and they help wipe the table before lunch. The childminder supports children's free choice and they are able to choose what activities they would like to do. They are also learning to manage their personal needs well and go to the toilet on their own. As a result, children's independence skills are boosted. Children learn about the importance of keeping themselves safe, by fun activities that the childminder engages them in. For example,

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

when going down the stairs, the childminder urges children to sit down and pretend to be in a car. They bump down one step at a time, stopping for pretend red traffic lights and starting again when the lights turn green. Consequently, the childminder is teaching children about taking risks in a safe environment.

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

Opportunities for children to eat healthily are encouraged because the childminder prepares a range of home cooked meals for them. She has completed various food hygiene courses and demonstrates an awareness for providing opportunities for children to eat a well-balanced diet. The childminder generally promotes children's understanding of how to be healthy. For example, there are bright posters on the walls about how to wash hands and brush teeth. Children are able to get plenty of fresh air and exercise because the childminder takes them outside on a daily basis. They visit the park, the children's centre, go for walks in the community and feed the local horses. As a result, children's physical development is encouraged. The equipment and resources within the childminder's home are labelled in accessible boxes and are age appropriate. There are books and posters to support children's awareness of diversity and every room is

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provision

The childminder does not have a suitable understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. This is because she does not have a current first-aid certificate. Furthermore, she does not keep a daily record of the children she cares for. This means the childminder has failed to meet some of the requirements of the Early Years Foundation Stage and both parts of the Childcare Register. As a result, children's welfare is not fully promoted. However, the childminder has a clear safeguarding policy in place and is aware of the signs and symptoms of abuse and how they should be reported. She has policies and procedures, which detail information about areas, such as health and safety, behaviour management, complaints, confidentiality and safety on outings. The childminder carries out risk assessments to ensure that her home is safe for children to use.

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provision

The childminder monitors the learning and development requirements by attending events, such as the Hertfordshire annual childminding conference. She is a member of the Professional Association for Childcare and Early Years, who send her information via email and magazines. She receives support from the local children's centre and uses their guidance to bring her provision up to date in respect of the learning and development requirements. The childminder occasionally works with an assistant, but this is infrequently. She ensures that high quality teaching is delivered by observing assistants while they are playing with the children. Some actions from the previous inspection have been addressed, but there are still significant weaknesses in the childminder's practice. For example, the childminder's self-evaluation is still weak and does not identify areas for improvement. She does not seek input from parents or children about the service which

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provision

she provides. As a result, she is not continually enhancing her childcare provision to meet the needs of the children who attend.

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provision

Partnerships with parents are generally suitable. Parents comment that they are happy with the care which the childminder provides, that she is professional and organised. She helps them to understand how children develop by providing them with details about the seven areas of learning. The childminder has a strong relationship with the local synagogue and works closely with community members. The childminder has a good relationship with the schools and pre-schools, which are near to her home. She is also beginning to form associations with other childminders and is starting to work with them and share information. As a result, the childminder has appropriate working relationships in place with other providers.

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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:

 ensure that an appropriate first-aid qualification is in place (compulsory part of the Childcare Register)  ensure a daily record is kept of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register).  ensure that an appropriate first-aid qualification is in place (voluntary part of the Childcare Register)  ensure a daily record is kept of the names of the children looked after on the premises and their hours of attendance (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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY417734 Local authority Hertfordshire Inspection number 963408 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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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