Childminder EY475674

Inspection date

Previous inspection date 19 April 2016 Not applicable

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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

 The childminder does not consistently assess and track children's development. This means that she cannot ensure that any weaknesses in their learning are identified in order for them to be swiftly addressed.  The childminder does not use self-evaluation effectively to target the areas of practice that she needs to improve.  The childminder does not exchange detailed information about children's learning and development with other settings that they attend, to promote continuity and build on their progress.  Information gathered from parents when children first start focuses mainly on care routines. The childminder does not seek enough initial information about what children already know and can do.

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It has the following strengths

 The childminder interacts with children and supports them as they play. She joins in games and follows children's lead, weaving in further learning opportunities, such as introducing numbers and shapes.  Children develop strong bonds with the childminder. They are settled, confident and enjoy their time in the childminder's home. They demonstrate a secure sense of belonging and they independently access a range of resources to support their play and 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

 develop effective procedures to assess and track children's development so that any weaknesses in their learning can be swiftly identified and addressed to promote their good progress. 03/05/2016

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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

 strengthen the process of self-evaluation to help identify and address any areas of development within the practice and raise the quality of teaching, in order to promote the best outcomes for children  build on existing relationships with other settings that children attend, in order to share detailed information about children's next steps in learning and progress and to promote continuity in their learning and care  seek more-detailed information from parents on entry, in order to develop a more accurate assessment of children's initial development and skills and inform immediate planning.

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Inspection activities

 The inspector observed the childminder joining in activities with the children and, at appropriate times, jointly discussed the learning that was taking place.  The inspector saw the areas of the premises and garden used for childminding.  The inspector looked at children's assessment records and planning documentation.  The inspector checked the evidence of the suitability of household members and a range of other documents, including the safeguarding policy.  The inspector spoke with children at appropriate times throughout the inspection.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder implements suitable child protection procedures, which help to promote children's welfare. She carries out risk assessments, in order to minimise any possible hazards for children in the home and on outings. The childminder attends some training and benefits from peer support from other childminders. However, she does not effectively review her practice and teaching methods in order to target areas for improvement and ongoing professional development. The systems in place to assess and track children's progress are weak. Consequently, the childminder is not able to quickly identify any gaps in children's learning and implement strategies to narrow them.

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Quality of teaching, learning and assessment requires improvement

The childminder provides interesting, fun activities to engage children in learning. Children enjoy learning about animals. The childminder uses factual magazines well to help children gain information. As they engage in drawing animals, the childminder introduces mathematics by encouraging children to count how many legs the animals have. The childminder has some contact with other settings that children attend. However, there is no specific exchange of information about children's next steps so that she can effectively complement the learning that takes place elsewhere. The childminder uses observation books and photographs to keep parents informed about what their children are doing through the day. She encourages parents to share information about children's ongoing achievements at home. However, the initial information that the childminder obtains from parents when children start attending is mainly based on their care needs. This does not

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Quality of teaching, learning and assessment requires improvement

help her to identify children's starting points and plan for their progress from the outset.

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Personal development, behaviour and welfare are good

Children are developing appropriate independence skills. They choose their own activities and help to tidy them away when they have finished playing with them. Children enjoy helping the childminder care for her baby. The childminder provides baby clothes so that they can dress and care for the dolls. Children are supported in developing an understanding of healthy lifestyles. Parents provide nutritious snacks and meals each day. The childminder uses her garden and local parks to promote fun and learning outside. These experiences provide suitable opportunities for children to use their physical skills. The childminder takes children to local toddler groups and regularly meets with other childminders. Children benefit from socialising with larger groups of children and engaging in a wide range of activities.

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Outcomes for children require improvement

Weaknesses in the childminder's monitoring of children's development mean that they are not consistently supported to make the best possible progress. Even so, children make steady progress and are generally working within the range of development that is typical for their ages. They are developing some skills to support them as they move forward in their learning and for starting school. They are learning to use factual books to gain information and are successfully developing early writing skills.

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Setting details

Unique reference number EY475674 Local authority Hertfordshire Inspection number 997556 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Stevenage. She operates from 7am to 6pm, Monday to Thursday, 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

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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