Childminder 506773

Inspection date 24 September 2018 Previous inspection date 18 March 2013

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Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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

n The childminder does not use her routine assessments of children's learning well enough, in order to identify where they can be challenged further or require additional support. n The childminder does not focus her programme of professional development on driving the quality of teaching to a consistently good standard or ensuring the learning and development experiences for children continually improve. n The childminder does not make good use of evaluating her provision to identify weaknesses in her practice.

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It has the following strengths

n Parents are happy with the care provided and say, 'There is no one they would trust more'. The childminder uses a range of ways to share information with parents and the local school. Her current focus is on supporting the older children's mathematical skills to complement the learning that takes place in school. n Children develop affectionate attachments to the childminder. She praises them for their achievements and sensitively attends to their needs. This helps children feel safe and secure. n The childminder uses suitable strategies to support children through times of change. For example, she gathers detailed information about children's home routines when they first start in her care and she spends time talking to them about what to expect.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that routine assessments of children's learning are precise, to understand their levels of achievement, inform planning and challenge them to make good progress in all areas of learning 24/10/2018

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What the setting needs to do to improve further

establish a more focused programme of professional development that helps to raise the quality of teaching to a consistently good level and continually improves the learning and development experiences offered to children. 24/10/2018

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n develop the process of self-evaluation to highlight clearly the strengths and weaknesses of current practice and continually drive forward improvement.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation provided. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management requires improvement

The childminder uses the feedback of parents to reflect on the service that she provides and ensure children enjoy the time that they spend with her. However, her system for self-evaluation is not rigorous enough to identify strengths or weaknesses of her current practice. For example, although experienced in caring for children, the childminder has not refreshed her knowledge of the learning and development requirements for some time. Therefore, she is not able to track children's progress accurately or prioritise their areas for development. The arrangements for safeguarding are effective. The childminder completes daily risk assessments on the home and garden and identifies any hazards. For example, due to fallen boundary fencing, she supervises children at all times when using the outdoor spaces. Entrance doors remain secure to ensure no person can gain unsupervised access to the premises and clear emergency evacuation

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Effectiveness of leadership and management requires improvement

procedures are in place. The childminder makes sure that her assistant understands their role and responsibilities.

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Quality of teaching, learning and assessment requires improvement

At times the teaching is variable. The childminder routinely observes and assesses each child and devises some next steps in their learning. However, her assessments do not focus precisely on children's age and stage of development to inform her planning. Although current activities and planned weekly topics incorporate children's interests well, they do not challenge children in all areas of their learning. For example, the childminder focuses on developing young children's coordination skills over several months, using similar activities. The childminder extends activities children show an interest in and provides them with a varied range of resources from which to choose. For example, she encourages children to build simple models from construction resources and talks to them about the colours and shapes of the bricks.

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Personal development, behaviour and welfare require improvement

Children do not consistently benefit from challenging activities that extend all areas of learning. Despite this, children follow the childminder's clear guidance and behave well. They show awareness of the daily routines and become excited at the mention of mealtimes. The childminder supports children to develop good social skills. For example, she takes them to weekly groups and activities, enabling them to interact regularly with other adults and children. The childminder shows awareness of children's dietary requirements and follows safe hygiene practice to promote their health.

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Outcomes for children require improvement

Weaknesses in teaching mean that children do not make good progress from their starting points. However, children do acquire the basic skills that they need in readiness for school. For example, children concentrate well during activities and show confidence as they express their preferences and ably follow instructions. They enjoy exploring colours and use their smaller physical skills to place tissue paper onto paper with glue. Children show suitable levels of independence and develop an interest in books from an early age. They eagerly choose from the books available and settle down for story time with the childminder.

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Setting details

Unique reference number 506773 Local authority Hertfordshire Inspection number 10059894 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 4 Date of previous inspection 18 March 2013

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Registers

The childminder registered in 1992 and lives in Redbourn, St Albans, Hertfordshire. She operates all year round, from 7.30am to 6pm from Monday to Friday, except for bank holidays and family holidays. The childminder is registered to work with an assistant.

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Registers

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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Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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