Childminder in Hertfordshire

Inspection date

Previous inspection date 13/01/2015 20/10/2008

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are safeguarded because the childminder ensures that the home is safe and secure and she has an appropriate awareness of child protection issues.  Children are settled and secure in the childminder's care because she provides a warm and caring environment. This helps to promote children's well-being and self-esteem.  The childminder has a secure knowledge of how children develop and of what they can achieve, and uses sound teaching techniques to engage and motivate children to learn.

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It is not yet good because

 The childminder does not make full use of information gained from observations and assessments to effectively shape future learning experiences for each child. This does not support children to make the best possible progress or fulfil their potential.  The childminder does not always share information about children's developmental progress with parents or other settings that children attend. As a result, opportunities are missed to promote continuity and a shared approach to learning.  Self-evaluation lacks rigour and is not fully embedded. Therefore, the childminder is unable to identify her strengths and address her weaknesses effectively to improve her practice further.  The childminder does not regularly undertake training to ensure that she continues to improve her teaching skills and learning opportunities for all children, so they can make good 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 viewed all areas used by children.  The inspector observed the childminder playing and interacting with the children.

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Inspection activities

 The inspector spoke to the childminder and children throughout the inspection as appropriate.  The inspector looked at planning documentation and children's assessment records.

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Inspection activities

 The inspector looked at a sample of records and policies relating to children's welfare, health and safety. She also checked evidence of suitability of the childminder and other people living at the premises.

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Inspection activities

 The inspector took account of the written views of parents and carers included in the childminder's documentation.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and one child, in Bushey. The ground floor of the house is used for childminding and there is access to an enclosed garden for outdoor play. The childminder attends a toddler group. She visits the shops and park on a regular basis. The childminder takes children to and collects children from local schools and pre-schools. The childminder also attends local childminding groups. There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminding provision operates during term time from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 develop the use of information from observations and assessments of children's learning and development to plan challenging activities and experiences, which are clearly focused on helping children to make good progress in their learning

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must:

 improve the two-way flow of information with parents and other settings about children's achievements and development and use this information to work together to make sure children learn and progress as much as they possibly can.

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

 strengthen self-evaluation by developing the ways in which practice is monitored and evaluated, in order to clearly identify strengths and weaknesses to further improve the provision

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

 find training opportunities aimed at improving practice and outcomes for children.

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who attend

The childminder demonstrates suitable knowledge and understanding of the Early Years Foundation Stage, and provides a range of experiences and activities to engage the children. She carries out some observations of the children in their play and records these in their scrapbooks. However, the childminder is not effectively using the information she gains from her assessments to link to future planning for children's next steps in learning. Furthermore, she is not obtaining sufficient information from parents about children's starting points. Consequently, the childminder's ability to assess children's progress accurately is lessened. This means that activities and experiences she provides do not consistently challenge children's abilities and are not tailored towards promoting individual children's learning and development. As a result, children are not making the best progress possible to fulfil their potential.

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who attend

The childminder plays alongside children and extends their learning and language through questioning and by talking about what they are doing or about recent experiences. For example, as children prepare the cards for a matching game, she asks them what shape they have laid the cards in and talks about the formation of the rectangle. Children can also name a number of other common shapes. During the game, the children talk about a recent trip they have been on and the childminder skilfully supports them to remember specific details. After the game, the childminder encourages the children to count the cards they have won and discusses who has more or fewer cards. As a result, the children have good opportunities to develop simple mathematical skills. The childminder knows and follows the children's interest well and provides a suitable balance between activities she has planned and games started by the children. In addition, she is skilled at giving

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who attend

children the time to engage fully in their play, knowing when to intervene and ensuring her interactions are meaningful and relevant. This has a positive impact on children's enjoyment and learning, as they remain motivated, interested and engaged in their play for extended periods. Consequently, children develop positive attitudes towards learning that support their next stage of education, such as moving onto school.

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who attend

The childminder establishes positive relationships with parents. She provides them with a verbal update about their children's daily activities and care needs at the start and end of the day. However, she does not consistently share information with parents about what she finds out about children's learning and development, nor does she provide them with details of children's next steps in learning. Furthermore, parents are not always encouraged to share learning and development achievements from home. This means that children's learning is not consistently addressed, as parents are not guided to activities they could provide at home, to further support learning.

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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 childminding group, which gives the children good 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 gathers information about children's care routine when they first start, as part of a well-established process for settling them in. 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 and promotes continuity in the children's care and supports their well-being. The childminder effectively supports children to be

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

independent, to manage their own personal needs and to understand the importance of hygiene. For example, she teaches children when they need to wash their hands. 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 provides a clean, welcoming environment where children are able to access a variety of good quality resources and games independently. Children engage in regular active play in the fresh air, as well as walks to and from school, which effectively contribute to their good health and development. The childminder ensures that children learn about healthy eating and she provides home-cooked, wholesome meals, which she plans and displays on a weekly menu. Parents can also provide their children's meals, if they prefer. The childminder ensures children drink plenty, so that they remain comfortable and hydrated throughout their time with her.

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

The childminder has high expectations for behaviour and has a set of house rules, with which the children are familiar and which they fully respect. As a result, children's behaviour is good. The childminder consistently offers praise and encouragement, which promotes children's self-esteem and confidence. She encourages harmonious play and practises turn taking with the children during a variety of board games. The childminder effectively supports children's developing understanding of danger and how to stay safe. For example, children are fully versed about the fire evacuation plan and are able to say how they can effectively get themselves away from danger. The childminder keeps a record of any accidents that occur and any medicines that she administers.

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provision

The childminder shows a secure understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has recently completed an update course for safeguarding children and demonstrates awareness of the signs to alert her to any child protection concerns. She also knows to whom these should be reported. Children are, therefore, safeguarded appropriately. All checks have been completed on the adults in the home to ensure they are suitable. The childminder has all of the relevant documentation in place to ensure that children are kept safe and secure. The childminder demonstrates a commitment to ensuring that the premises are safe by using ongoing risk assessments for all areas used by the children and for outings. The childminder has completed appropriate first-aid training. As a result, she is able to treat children appropriately in the event of an accident. Consequently, the

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provision

childminder promotes children's safety appropriately.

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provision

Although, the childminder generally has a suitable knowledge and understanding of the Early Years Foundation Stage, her knowledge of the learning and development requirements is not completely secure. For example, she does not make the best use of information gathered from observations, to assess children's development and plan challenging activities to support their next steps in learning. Consequently, it is difficult to measure, and monitor children's progress and the effectiveness of the educational programmes over time. The childminder's systems for monitoring and self-evaluation are generally not sufficiently robust. Therefore, the childminder is not always aware of her strengths and weaknesses and is not able to address these effectively to improve her practice further. For example, she has not fully addressed the recommendation from the last inspection regarding the use of observations and assessments in planning. The

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provision

childminder tries hard to keep her practice up to date. She acknowledges that she would like to continue to develop professionally through further training, to improve her knowledge and understanding, so that children are best supported to reach the highest levels of attainment.

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provision

Overall, partnerships with parents are positive. Policies and procedures are shared with them when children first start and this keeps them informed about the provision. Parents comment that they are highly satisfied with the childminder provision, and in particular, her flexibility, firm but fair approach and caring nature. However, links are not fully in place regarding sharing key information about children's learning and development. This does not fully promote consistency and continuity with parents, to enhance children's learning further. Furthermore, the childminder does not routinely seek or share information about children's achievements in their learning and development or their preferred learning styles with other settings the children attend. As a result, the continuity of children's learning and development is not effective.

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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 EY371517 Local authority Hertfordshire Inspection number 858070 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

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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