Childminder in Hertfordshire

Inspection date 27 September 2018 Previous inspection date Not applicable

p.1

3

Effectiveness of leadership and management Requires improvement

p.1

3

Quality of teaching, learning and assessment Requires improvement

p.1

3

Personal development, behaviour and welfare Requires improvement

p.1

3

Outcomes for children Requires improvement

p.1

This is a provision that requires improvement

n Children are not encouraged to 'have a go' at things that they find challenging. The childminder is too willing to provide help with simple tasks. This does not support children to develop perseverance. n The childminder does not use the assessments of what children know and can do well enough to plan further experiences. She has unrealistic expectations for some children and next steps do not always match children's abilities or their learning needs. This does not support children to make rapid progress. n The childminder does not prepare the play environment and some activities well enough to provide children with the most effective opportunities for learning. The childminder does not consistently consider children's difficulty with changing from one activity to another without warning. n The childminder is not clear with parents and staff about some of the policies and procedures that must be implemented and followed at all times. This means on

p.1

This is a provision that requires improvement

occasions parents have to be told by staff not to use mobile devices at the setting and staff need to be reminded to challenge parents when they do this.

p.1

It has the following strengths

n Children show they feel comfortable with the childminder and the other children. Relationships are good and the childminder responds quickly to babies who need comfort. n The childminder helps children to develop their speaking and listening skills. There are lots of opportunities in adult-led experiences for children to share their thoughts and ideas. n The childminder offers children a wide range of experiences. She knows their interests.

p.2

What the setting needs to do to improve further

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

p.3

What the setting needs to do to improve further

n improve the use of information about what children know and can do, to support precise planning of experiences that offer an appropriate level of challenge n improve teaching to ensure adults respond to children's emerging needs, identify appropriate next steps and know how to help children reach these goals n develop the communication with staff and parents to ensure key policies are understood and followed at all times n strengthen the organisation and preparation of activities and experiences, to promote children's full enjoyment and their understanding of what will happen next.

p.3

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 observed an adult-led activity and evaluated this with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living and working on the premises. n The inspector spoke to children at appropriate times throughout the inspection. n The inspector took account of the views of parents through written feedback provided.

p.3

Effectiveness of leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder and some of her assistants have completed child protection and safeguarding training. The childminder is aware of the possible signs that could indicate a child is suffering harm. She knows the procedures for recording and reporting such concerns. The childminder and her assistants are considering possible training opportunities to extend their knowledge and skills. This is at an early stage and has yet to have a significant impact on the quality of teaching. The childminder does not use reflection and self-evaluation well enough to improve the quality of the provision. She discusses some aspects of practice with the assistants as part of the informal supervision meetings. The childminder is aware of the need to work with other settings that children attend but has not put in place any arrangements for this.

p.4

Quality of teaching, learning and assessment requires improvement

The childminder is not always consistent in her expectations of the children. She is aware of what children know and can do but does not consistently support them to make the best possible progress. The link between assessments and planning is sometimes weak. The childminder sometimes identifies next steps that are beyond children's capabilities, such as writing. At the same time, she does not promote other aspects of children's development that need enhancing, such as independence skills. The childminder is enthusiastic and gets down to children's level to make eye contact. She encourages children to participate and always has a suggestion for an alternative activity if children do not want to do what is immediately available. The childminder keeps parents informed about children's daily experiences and offers some general ideas for things to try at home.

p.4

Personal development, behaviour and welfare require improvement

The childminder does not always prepare the learning environment well enough to enable children to play freely and comfortably. Resources and equipment outdoors, while safe, are not always ready for use. For example, children get wet when using the ride-on toys because rain water that collects in troughs is not emptied. Children have a wide variety of activities and often choose these for themselves. However, they are interrupted during their play when the childminder feels it is time to move on to another activity. This disrupts children's concentration and sometimes means they are unable to finish what they are doing. Children get along well with one another. Some are learning to involve other children in their play.

p.4

Outcomes for children require improvement

On entry to the childminder's setting, all children are achieving at the typical levels of development. They continue to make steady progress. Children enjoy listening to stories and join in with the parts of the story that they know. Children demonstrate that they can count, recognise shapes and name colours. Children's independence is not always challenged, although they are quite independent at mealtimes. They enjoy preparing fruit and learn to use cutlery to feed themselves. Children are gradually acquiring the skills they need for the next stage of their learning, such as in school.

p.4

Setting details

Unique reference number EY536020 Local authority Hertfordshire Inspection number 10067451 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 3 Total number of places 12 Number of children on roll 8 Date of previous inspection Not applicable

p.5

Registers

The childminder registered in 2016. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with another registered childminder and five assistants.

p.5

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.

p.5

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.

p.5

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Registers

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

p.6

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.6

Registers

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

p.6