Childminder in Hertfordshire

Inspection date

Previous inspection date 15/09/2014 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 requires improvement

 The childminder is kind and caring. Children have strong attachments with her and they feel happy in her care.  Safeguarding is robust. The childminder has strong knowledge of child protection issues and how to keep children safe. Children's welfare is consistently promoted.  Partnerships with parents are strong. The childminder communicates well with all parents and they are actively encouraged to be involved in their children's learning.

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It is not yet good because

 The childminder does not always respond to children's emerging interests and needs, in order to provide well-targeted learning opportunities.  Activities are not always enjoyable and interesting for the children. At times, they lack a clear learning intention and do not promote children's learning and development.  Assessments are not always based on precise observations that clearly demonstrate children's progress in their learning, in order for planned activities to be challenging.  The childminder does not maximise opportunities to extend children's learning, for example, when promoting independence and the importance of outdoor play.  Monitoring of educational programmes is not consistently effective as the childminder does not identify weaknesses in teaching and practice.

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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 lounge and the garden.

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Inspection activities

 The inspector checked the qualifications and suitability of the childminder, her assistants and those aged 16 and over in the household.

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Inspection activities

 The inspector looked at children's assessments and a range of policies and procedures.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector read feedback and recommendations from parents and took account of what they wrote.

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Information about the setting

The childminder was registered in 2013 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 11 and four years in St Albans, Hertfordshire. The whole of the house and the rear garden are used for childminding. The family has two pet cats. The childminder attends activities at toddler groups, the local children's centre and soft play centre. She visits the shops, park and farm on a regular basis and collects children from the local schools and pre-schools. There are currently 11 children on roll, four 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 6.30pm, Monday to Friday, except bank holidays and family holidays. She employs two assistants.

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must:

 respond to children's emerging needs and interests, and use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development

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must:

 develop understanding of the different ways that children learn and reflect these in planning and guided activities, to ensure that adult-led experiences are interesting and children develop the characteristics of effective learners.

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

 improve the quality of observation and assessment to ensure that it always accurately reflects children's abilities, so that next steps in learning are appropriate and consistently promote good progress

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

 maximise opportunities for children to develop their independence and promote outdoor play further, to encourage children to recognise and enjoy the benefits of a healthy lifestyle in all weathers

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

 establish an effective evaluation process for reviewing the quality of teaching and care practices so that weaknesses can be quickly identified and addressed.

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who attend

The childminder has a basic knowledge and understanding of the learning and development requirements. However, she is not secure in her understanding of how children learn best and, as a result, some activities have a limited impact in promoting children's development. Adult-led learning experiences are not always enjoyable and interesting, as they are not always planned with children's interests or emerging needs in mind. For example, children sit and wait to have their hands painted for a display for the childminder's wall. The activity is not engaging and children are largely required to take part to complete the desired effect. The childminder is still developing her understanding of how to plan for children effectively. This means that children's emerging interests are not consistently responded to and, at times, setting routines take precedent over children's needs. However, children are settled and generally play happily in the well-

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who attend

resourced environment. They sometimes lead their own play and benefit from positive interaction with the childminder. She engages in purposeful conversations with the children to develop their communication and language and extend their thinking. For example, during snack she talks to children about the first letter of their name and encourages them to think of other words that begin with the same letter. Consequently, children are adequately prepared for future learning in school.

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who attend

The childminder promotes mathematical development by utilising opportunities to teach children about numbers, counting and shapes. For example, she counts the number of stairs with children as they go to and from the bathroom. Children are encouraged to develop their early writing skills as the childminder provides some painting activities for children to freely make marks. The childminder has developed strong partnerships with parents and actively encourages them to be involved in their children's learning. She shares next steps that she has identified and asks parents to support these in the home environment. Likewise, parents share areas of learning that they would like the childminder to develop in the setting. These successful partnerships promote a shared approach to supporting children's learning and development.

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who attend

The childminder completes observations of the children and shares these verbally with parents on a daily basis. Her observations are recorded in children's learning journeys and she benchmarks each child's progress against the early years outcomes to form part of their ongoing assessment. Next steps in learning are identified and the childminder plans some activities to extend learning. However, assessments are not always accurate as they are not always based on a secure understanding of children's progress and abilities. Consequently, the childminder does not consistently plan suitably challenging activities that promote children's learning continuously. As a result, children only make satisfactory progress from their starting points.

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

Children develop an understanding of the importance of hygienic practices. They are encouraged to promote their own health through regular hand washing, for example, before and after eating and after going to the toilet. They each have their own towels, which they recognise from the colour, to prevent cross-contamination. The childminder promotes healthy eating by providing children with nutritious snacks and meals. Children are given choices about what they would like for snack and when they would like it. This allows them the opportunity to communicate when they are hungry and manage their own needs. Children play outside and exercise in the fresh air. They have access to plenty of equipment in the garden to develop their gross motor skills, for example, a trampoline and a large climbing frame. A new room is currently being built in the garden to allow for free- flow play to the outside. The childminder takes the children on regular trips to local

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

amenities, such as the park, the woods and a soft play centre. This provides children with opportunities to run around in large spaces and promotes their physical development. However, the childminder does not always teach children about the importance of being outside in the fresh air in all types of weather, and does not fully promote outdoor play, restricting this on occasions when it is cloudy. Therefore, children do not have consistent outside activity throughout the year and they are not provided with consistent messages about the benefits of healthy lifestyles.

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

Children learn about how to be safe in their environment. They are reminded to hold onto the banister when walking up and down the stairs and know that they must not swing on the stair gate. The reasons why are clearly explained to them and they develop an understanding of the risks of an accident if they don't follow these rules. Consequently, children learn how to manage their own safety. The childminder has a wide range of toys and resources, which are of good quality and safe for the children to use. They are available for the children to access independently and are clearly labelled. Children can also make choices by getting the appropriate picture card and sticking it on the planning chart. In this way, they are given the opportunity to lead their play and learning. However, children are not consistently encouraged to be independent. For example, the childminder puts on their shoes and painting aprons, paints their hands for creative activities and

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

pours their drinks for them. As a result, children's development of certain skills is lessened. For example, they do not develop the skill of using a jug filled with liquid without spilling it and are less confident about getting themselves dressed.

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

The childminder is warm and friendly. Children have strong attachments with her and are comfortable in her care. When they arrive at the setting, they happily run in and begin to play. The childminder speaks to the children respectfully and uses a calm tone of voice at all times. Children actively seek her out to join in with their play and when they are in need of comforting. The childminder praises children on a regular basis for their achievements and they welcome this praise enthusiastically. For example, when children are able to spell their name using the phonetic sounds of letters, they give her cuddles as she congratulates them. As a result, children's self-esteem is boosted. Effective techniques are used to support children during changes in their lives. The childminder reassures them and uses resources, such as books, to develop their understanding of what is about to happen. Consequently, children learn to have a positive approach to change. Care routines

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

from home are regularly shared between parents and the childminder, and she ensures that these are mirrored in the setting. Positive behaviour is reinforced regularly and children are aware of what is expected of them. For example, they tidy up the toys when asked. Children's emotional well-being is promoted and therefore they are emotionally prepared for future learning in school.

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provision

The safeguarding and welfare requirements are met. The childminder's safeguarding knowledge is robust and she fully understands how to protect children from harm. She is aware of the signs and symptoms of abuse that would cause her to be concerned, and who she should report her concerns to. She has developed clear procedures to follow if an allegation were to be made against herself, one of her assistants or someone in her household. She understands when she must inform Ofsted of changes to circumstances. All parents and visitors to the setting are reminded of the mobile phone policy. This protects children from inappropriate use of technology. Procedures to ensure accidents are responded to quickly and the safe use of medicine are also in place. The childminder has checked the suitability of her two assistants, one of whom is designated to care for the children in the case of an emergency. The children know them both well and are

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provision

comfortable in their care. Both assistants have completed safeguarding and paediatric first-aid training. The environment and outings are appropriately risk assessed at all times. Consequently, children remain safe in the childminder's care and their welfare is effectively promoted.

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provision

The childminder keeps up to date with relevant training courses to attend with her assistant to develop their knowledge and extend the quality of teaching and care. She closely monitors her assistants to ensure that they promote children's learning and development. However, this is hindered as the childminder's own knowledge is not yet robust. The childminder and her assistants reflect on practice and the childminder encourages parents to offer feedback on how she can improve. This information is used to evaluate the quality of teaching and care. However, monitoring and evaluation practices are not fully effective as there are some key weaknesses in the delivery of the educational programmes and the childminder has not met all the learning and development requirements. These weaknesses in practice were not identified by the childminder, and therefore have not yet been addressed.

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provision

Partnerships with parents are strong and respectful. The childminder has enabled parents to feel at ease and they are confident leaving their children in her setting. Parents trust the childminder and are very happy with the care that she provides. They write letters of recommendation, which the childminder is able to show prospective parents.

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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 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY466205 Local authority Hertfordshire Inspection number 966667 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 11

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Name of provider

Date of previous inspection not applicable

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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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