Yeboah-Hinton, Barbara

Inspection date

Previous inspection date 26/11/2014 15/07/2014

p.1

early years provision

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

p.1

This provision requires improvement

 Children benefit from the warm and caring relationships that clearly exist between them and the childminder. This also helps them to feel settled and secure.  The childminder demonstrates a suitable understanding of child protection issues. She is clear about how to respond should she be concerned about the welfare of a child in her care.  The childminder communicates regularly with parents so that children's welfare needs are well met.

p.1

It is not yet good because

 The childminder does not effectively use her observations and assessments of children's development to identify precisely the relevant next steps in each child's learning. This means that they make steady rather than good progress from their starting points.  Occasionally, the childminder does not allow children to bring their play to its natural conclusion. As a result, children do not fully explore various materials and become deeply engrossed their play and learning.  At times, the childminder does not always encourage children to care for their environment and tidy away the toys when they have finished playing with them.  The childminder's self-evaluation is not robust enough to identify key weaknesses and the effect these have on children's care and learning.

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 activities on the ground floor of the premises and undertook a joint observation with the childminder.

p.2

Inspection activities

 The inspector talked to the childminder and children at various times throughout the inspection and looked at a sample of the children's records.

p.2

Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her self-evaluation and improvement plan.  The inspector spoke to the childminder's assistant on the telephone.

p.2

Information about the setting

The childminder registered in 2011 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 ground floor of childminder's home is 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 takes children to and collects them 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 term time only, from 8am to 6pm, Monday to Friday, except bank holidays.

p.3

must:

 ensure observations and assessments of children are used effectively to identify and plan for the next steps in their learning and development, so that the activities provided are focused on providing more challenging experiences to help all children make good progress.

p.3

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

 give the children the time they need to experiment and become engrossed in their learning and allow them to bring their play to a natural conclusion

p.3

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

 enhance children's learning experiences by encouraging children to tidy away their toys when they have finished playing with them

p.3

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

 develop a robust system for monitoring and evaluating the provision, using challenging criteria to develop a well-focused action plan in order to improve the quality of service to extend children's care and learning.

p.3

who attend

The childminder has an adequate understanding of how children learn through play. She suitably observes and assesses children's play to build her understanding of their interests and their current stage of development. However, the childminder does not fully use this information to identify specific next steps for children's development. This means that she does not ensure she is always planning challenging activities that effectively promotes children's learning to the full. Consequently children make steady progress towards the early learning goals which is not enough to help them in readiness for school.

p.3

who attend

The childminder offers teaching experiences that adequately interest the children in her care. She offers a wide range of interesting resources that are easily accessible for children to choose. Children count the fruit in the fruit bowl and they discuss mathematical concepts, such as, 'How many are left?' and 'How many do we need?' Children enjoy using chalks to write the answers using large numerals on the blackboard. This helps children develop a strong awareness of numbers. The childminder helps children's language and vocabulary through repeating their words clearly and frequently. She encourages conversations as they play enthusiastically together in the pretend spaceship. The childminder uses dolls as puppets and children laugh excitedly as they find the foam shape letters to match the picture cards. Children enjoy experimenting mixing dry rice, uncooked pasta, and water during a pretend cookery game. However, the childminder changes the

p.4

who attend

focus of this game by introducing unrelated resources. This distracts the children from being engrossed in their own learning, exploring their own ideas and bring their play to a natural conclusion. Therefore, the childminder does not maximise children's learning from their play.

p.4

who attend

The childminder receives information about children's interests and starting points through her conversations with the parents at the start of an arrangement. This enables her to provide toys and equipment that meet children's needs when they start at her setting. Children settle quickly and are eager to be involved in their play. Parents receive verbal updates on their children's day and occasionally take the learning journals home to see the records of their children's progress. This gives them useful ideas to help children's learning at home.

p.4

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

Children are developing positive relationships with the childminder as they readily approach her for reassurance and support. Children benefit from individual time and attention from the childminder and affection is readily given and received. Therefore, children are content and secure in the setting. The childminder finds out useful information from parents about their children's individual daily care routines during settling-in periods, so that she can suitably support their developing self-assurance. The childminder talks to children about changes to their routines and introduces a range of appropriate books, such as starting school. This helps children to be emotionally ready for their next stage of learning and eventually for school.

p.4

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

Children behave well. The childminder praises the children appropriately. She encourages them to remember to say please and to say thank you prayers before they eat. Children enjoy sweeping up the spilt rice and pasta during their pretend cooking game. However, the childminder does not consistently encourage the children to tidy away their toys before getting more out or before snack time. This does not help reinforce children's strong sense of respect for their environment. Children are beginning to develop their independence skills as they are encouraged to cut and peel their fruit at snack time. Children learn to handle the knife correctly and this helps them to determine their own personal safety.

p.4

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

The childminder supports children to develop a satisfactory awareness of healthy living. She provides a suitable range of nutritious snacks and meals. The childminder discusses with the children the benefits of trying fruit and vegetables at snack time and this helps them begin to make healthy choices in their diet. Children have daily access to fresh air on their visits to during walks to collect older children from school. The childminder takes children on regular visits to various parks and playgrounds where they can play on the challenging play equipment. This supports children's physical development suitably.

p.5

provision

The childminder has made progress in addressing the actions raised at the previous inspection. She has attended training in first aid and safeguarding to help her promote children's safety. The childminder has registered the details of adults working in the provision with Ofsted so suitability checks can be undertaken. The childminder maintains an adequate range of documents, such as, contracts and permission slips for various activities. For example, parents give permission for medication to be given during the day. This means there is a secure two-way flow of information between childminders and parents. The childminder has introduced a detailed register for the early years children as described in the welfare requirements for the Early Years Foundation Stage. However, she does not record the attendance of the older children that attend occasionally and this is a breach of the Childcare Register.

p.5

provision

The childminder has begun to evaluate the quality of her service to reflect on what works well. However, her improvement plan lacks rigour, as she does not use a set of challenging criteria to constantly monitor and improve the quality of provision for all the children and to help them make as much progress as they can. The childminder is aware of the requirement to undertake a progress check for children aged between two and three years of age. She has some assessments of children's development in order to have a discussion with the parents when the time comes. The childminder recognises the importance in working with other settings that children attend to help them make progress in their learning and development. She demonstrates an awareness of the importance of working in partnership with specialist professionals if she cares for children with special educational needs and/or disabilities to meet their individual needs.

p.5

provision

The childminder has a suitable understanding of how to safeguard children. She has attended specific safeguarding training and has sufficient awareness of the reporting procedures to follow if there are concerns. The risk assessments are up to date and she implements these to maintain children's safety. The childminder occasionally engages an assistant. She informs the assistant of her methods to protect children and meet their needs. She appropriately supports her staff to undertake further training and obtain appropriate childcare qualifications and to improve their knowledge and skills. The childminder makes parents aware of her policies and procedures for the safe management of the setting. This ensures parents are well informed about the service provided for their children.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

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

 keep a daily record of the names of the children looked after on the premises and their hours of attendance. (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises and their hours of attendance. (voluntary part of the Childcare Register)

p.6

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

p.7

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.

p.7

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.8

Setting details

Unique reference number EY417734 Local authority Hertfordshire Inspection number 984388 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.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10