Childminder in Hertfordshire

Inspection date

Previous inspection date 19/09/2014 05/06/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has an adequate knowledge of safeguarding procedures. She assesses and manages risk through daily checks and routines. As a result, children are kept safe and protected from harm.  The childminder has a welcoming approach and the children enjoy their time in her care. As a result, children are emotionally secure with the childminder.  The childminder enjoys good relationships with parents and care information is shared on a daily basis. Consequently, children's care needs are well met.

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It is not yet good because

 The childminder does not always provide purposeful activities, using assessments to inform planning. As a result, some activities are not sufficiently challenging.  The childminder does not routinely share information about children's learning and development with parents. Consequently, opportunities to ensure continuity and progression in children's learning are not always fully optimised.  The childminder does not always interact with the younger children and intervene in their play to support the development of their speech. As a result, the children do not make the best possible progress in their language development.  There is scope to develop the evaluation of the provision to assist in identifying areas for improvement, to further support children's overall progress.

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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 children engage in free choice play and discussed these observations with the childminder.

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Inspection activities

 The inspector spoke to the childminder and children throughout the inspection as appropriate.

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Inspection activities

 The inspector discussed a range of policies and procedures and looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked the suitability and qualifications of the childminder, her co- childminder and household members aged over 16. She also checked the childminder's self-evaluation.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She offers overnight care and lives with her husband and one adult child, in a house in Shenley, Hertfordshire. The childminder's husband is also registered as a childminder and both childminders have equal responsibility for the childminding practice. The ground floor of the childminder's home is mainly used for childminding. There is an enclosed garden for outdoor play. The family has a dog, two cats and a fish. The childminder attends a range of toddler groups. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure information from observations and assessment is used effectively, so that activities and resources are planned to provide purposeful and challenging opportunities to meet all children's individual needs

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must:

 ensure opportunities for supporting younger children in their speech and language development are maximised to allow the children to make the best possible progress

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must:

 obtain and share information about the children's learning and development with parents and carers to allow an effective two-way flow of information that informs planning, supports effective teaching and promotes learning at home.

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

 develop evaluation and monitoring processes to identify all areas of teaching and learning that require improvement, to support children's progress.

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who attend

The childminder has a suitable knowledge of how to support children's learning and development. She responds to requests from the children and listens to what they like to play with and do. Activities and resources cover the seven areas of learning. For example, musical instruments provide children with an opportunity to investigate sound and the outdoor area is set up to allow children to run, climb, paint, dig and roll on large mats. This results in children progressing as expected, overall, according to their starting points.

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who attend

The childminder carries out regular observations and assessments and uses these, as well as discussions with her co-childminder, to identify the children's interests and next stages of learning. However, this is not sufficiently rigorous to ensure that activities provide an appropriate level of challenge for children and meet the children's needs in respect of their next steps in learning. For example, this is evident in the way in which the childminder provides toys when the children choose them, but does not always engage in the play or use the opportunity to provide appropriate challenge. This means that the children do not have the opportunity to develop their skills in critical thinking and problem solving. The childminder does not always take part in the children's play and investigations. As a result, her interactions and interventions are limited and do not serve to reinforce or extend the

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who attend

children's vocabulary and language skills. For example, she misses opportunities to model language of size, colour and number as a child plays with a set of stacking cups. This means that the children are not fully supported in their acquisition of early language skills. The childminder is alert to fulfilling the needs of particular children, such as a child who she identified as struggling to grasp early reading skills. As a result of suitable interventions, these children make progress. The childminder makes use of relevant support and guidance documents as a reference to allow her to identify if children are operating within the expected bands of development for their age. The childminder and her co-childminder complete the progress check for children between the ages of two and three years and share this with parents.

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who attend

The childminder has supportive relationships with parents. Prior to the children starting at the setting, she gathers some information from parents, such as the children's interests and what they like to play with. Once the children are settled, the childminder shares the children's learning records with parents, which include observations and photographs of the children's play. The childminder has not established effective ways for parents to share the children's learning at home, in order to ensure children's continuity of learning and development.

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

Children are happy and confident. They demonstrate that they feel safe and secure and develop strong attachments to the childminder, which support their emotional well-being. For example, children naturally include her in their chat and older children are confident to initiate conversations. The childminder attends a variety of playgroups, which gives the children opportunities to mix with others. This helps them prepare emotionally for their next stage of learning, as they socialise and become familiar with places outside the home. The childminder and her co-childminder gather some information about each child's care routine when they first start. For example, she collects information about any known dietary requirements and medical needs. This enables her to meet their individual needs to a good standard. This promotes continuity in the children's care and supports their well- being. The childminder effectively supports children to be independent, to manage their

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

own personal needs and to understand the importance of hygiene. For example, she teaches children that they need to wash their hands before eating and if they have touched the dog. Children are therefore developing the basic skills they need for their next stage of learning.

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

The childminder and her co-childminder provide a clean, welcoming home where children are able to access a variety of good quality resources and equipment independently. However, there is an over-reliance on the childminder's part to use the provision of resources that the children choose as a substitute for planned, purposeful adult-led activities. This means that she is not always making the best use of the resources to provide good quality learning experiences for all children. Children engage in regular active play in the fresh air, which effectively contributes to their good health and development. The childminder tries to ensure that children learn about healthy eating and she provides home-cooked, wholesome meals. She ensures children drink plenty, so that they remain comfortable and hydrated throughout the day.

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

The childminder helps children understand simple rules and boundaries, such as sharing. For example, when the children are using the musical instruments, she uses gentle reminders that they must all take turns. The childminder effectively supports children's developing understanding of danger and how to stay safe. For example, she reminds the children that drumsticks must be used carefully and only for drumming and explains why. Additionally, she keeps younger children safe as she ensures they are harnessed or securely strapped in their buggy when walking along the main road to the local school. The childminder and her co-childminder keep a record of any accidents that have occurred and medicines that have been administered. The childminder holds a current paediatric first-aid certificate so that she can give the most current treatment in the event of a medical emergency.

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provision

The childminder safeguards children because she has a suitable understanding of her responsibilities regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. She understands the indicator signs of abuse and is familiar with the procedures to follow to report concerns. Written safeguarding procedures, local guidance and appropriate contact details of professional agencies are in place to support the childminder's practice. Additionally, the childminder has completed child protection training to enhance her knowledge and practice. The childminder's home is safe. She has addressed the action from the previous inspection and, in collaboration with her co- childminder, has completed risk assessments to ensure risks to children are recognised and minimised. For example, the childminder keeps the toilet door locked when toddlers attend and she has a chain on her front door to prevent children from opening it.

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provision

The childminder and her co-childminder do not effectively monitor the delivery of the educational programmes they provide. Consequently, children do not always have opportunities to participate in challenging activities across all areas of their learning and development. However, the childminder, in collaboration with her co-childminder, tracks children's progress to ensure they are developing well and as a result, children are making appropriate progress. The childminder has yet to establish a system for robust reflective practice and self-evaluation to ensure that she consistently strives to improve her provision, highlighting her strengths and areas for improvement. She is committed to continuous professional development as she attends regular training sessions, although these are not always focussed on improving her practice.

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provision

The childminder has developed positive relationships with parents. This enables her to meet the children's needs well. The childminder and co-childminder share their policies and procedures, which provide parents with a good range of information about the service provided. Parents comment positively about the care and learning provided. For example, they say that they appreciate the nurturing feel of the setting and that the childminder allows the children to follow their interests. Additionally, the childminder has good relationships with other providers who deliver the Early Years Foundation Stage to children she cares for. For example, she verbally exchanges information regarding the children's well-being at drop-off times. However, the childminder has not established a robust system to share information about the children's learning and development with parents and carers. Consequently, opportunities to ensure continuity and progression in children's

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provision

learning are not always fully optimised. The childminder understands the importance of developing relationships with external agencies to ensure all children receive appropriate interventions and support. However, at the time of the inspection, the childminder did not have any need to implement this in practice.

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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 117595 Local authority Hertfordshire Inspection number 870944 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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