Childminder in Hertfordshire

Inspection date

Previous inspection date 16 October 2015 Not applicable

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The childminder does not gather sufficient information from parents, or make initial observations, to assess children's starting points in learning and their capabilities.  Ongoing observations and assessments are not consistently used to effectively plan suitably challenging activities for children. Next steps in learning are not routinely incorporated into activities and experiences to fully support children in making good progress.  Partnerships with other providers of the Early Years Foundation Stage, where children attend are not yet in place to promote consistency in their learning.  The childminder does not always correct children's pronunciation or provide good opportunities for children to hear and use new words in their play.

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It has the following strengths

 Children's personal, social and emotional development is encouraged through regular praise and reassurance. Children make suitable bonds and attachments with the childminder and demonstrate that they are happy and settled.  The childminder works with parents to ensure that they share daily information to support children's care and well-being.  The childminder promotes children's safety because she ensures that they are safe in and out of the home. She completes regular risk assessments, keeps up to date with safeguarding training and meets the safeguarding and welfare requirements.  The childminder provides children with a range of enjoyable activities and experiences that covers all areas of learning.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 obtain information about children's starting points from parents and by observing children to understand their level of achievement, interests and learning styles in order to shape learning experiences for each child 27/11/2015

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Due Date

 improve the use of ongoing observations and assessments to monitor children's learning and development, and incorporate children's individual next steps in learning into activities and experiences 27/11/2015

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Due Date

 develop partnership working with other settings that children attend to promote a consistent approach to their learning and development. 27/11/2015

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Due Date

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

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Due Date

 enhance opportunities for children to learn how to pronounce or use words in the correct way.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector looked at a range of documentation, including policies, evidence of the suitability of household members over 16 years, a child's learning profile and the safeguarding procedures.  The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector talked to the childminder about how she reviews and evaluates her setting.

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Effectiveness of the leadership and management requires improvement

Partnership working with other providers is not effective because the childminder does not share information with other early years settings that children attend. The arrangements for safeguarding are effective. The childminder completes the required training, including first aid, and ensures that she protects the children in her care by regularly assessing potential risks and hazards. The childminder develops close relationships with parents. She provides a flexible settling-in period where information, such as emergency contacts and dietary requirements are requested. She shares information through a written daily sheet to ensure that parents are aware of what their children have been doing. However, she does not gather sufficient information or make observations to assess children's initial starting points and capabilities, to plan for their next steps in learning.

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Quality of teaching, learning and assessment requires improvement

The childminder knows how children develop and the milestones they need to meet. However, she has a limited knowledge and understanding of the revisions to the Early Years Foundation Stage requirements. The childminder carries out some basic observations of children as they play. However, ongoing observations and assessments to monitor their learning and development are not yet effective. The childminder does not incorporate children's individual next steps in learning into activities to challenge them sufficiently, so that they make good progress. The childminder knows the children well. She knows what they are interested in and plans activities which they enjoy and cover all areas of learning. The childminder completes a basic progress check for children between the age of two and three years. Children's imaginations are fully encouraged as they enjoy an array of role-play resources. They learn to pretend and make believe as they become

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Quality of teaching, learning and assessment requires improvement

shopkeepers and their understanding of mathematics is supported as they develop grouping and sorting skills. However, the childminder does not always correct children's pronunciation of words when talking to them.

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Personal development, behaviour and welfare require improvement

The childminder encourages children to learn about appropriate ways in which to behave because she is consistent in her approach to behaviour management. She promotes age- appropriate boundaries and models kind and suitable behaviour. For example, during activities she encourages children to share and take turns, helping them to understand why they need to wait for their turn. The childminder encourages children to be independent and they learn self-care skills, such as toileting and feeding, as part of their preparation for the next stage of their learning. For example, they know why they need to wash their hands and remove germs before eating. Children eat a range of fresh and nutritious foods and enjoy regular outside activities, such as visits to the local parks and zoos. Children are confident and motivated. They have a close bond with the childminder and go to her spontaneously for a cuddle during their play.

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Outcomes for children require improvement

Children are making adequate progress towards the early learning goals and gaining some basic skills to be ready for school or the next stage of their learning.

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Setting details

Unique reference number EY452484 Local authority Hertfordshire Inspection number 941243 Type of provision Childminder Day care type Childminder Age range of children 0 - 11 Total number of places 4 Number of children on roll 1

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2013 and lives in the village of Codicote, Hertfordshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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Telephone number

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Telephone number

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

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