Childminder in Hertfordshire

Inspection date 4 February 2019 Previous inspection date 16 September 2015

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 The childminder does not check what children can already do when they start to attend. Furthermore, she does not routinely identify all children's starting points in learning from her own initial observations. n The childminder does not track children's ongoing development closely enough to ensure that all children make at least good progress. As a result, children do not benefit from suitably challenging experiences. n The childminder does not always provide a stimulating learning environment. Children have very little choice of activities and resources, which limits their learning opportunities. n Although the childminder has some understanding of her strengths, she does not focus on what she needs to do to continually improve her teaching and everyday practice.

p.1

It has the following strengths

n Children's communication and language skills are strong. This includes children who speak English as an additional language. All children are able to express their thoughts and ideas to each other and to adults. n The childminder encourages children to be independent and to do things for themselves. For example, they are able to remove their shoes and coats and know where to find their personal belongings.

p.1

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 gain sufficient information from all parents on what children already know and can do when they start to attend, in order to identify their starting points in learning 18/02/2019

p.2

What the setting needs to do to improve further

use information gained from observations of children's learning to accurately assess and track what they know, understand and can do 18/02/2019

p.2

What the setting needs to do to improve further

ensure the planning of activities takes full account of what children need to learn next, so that they are challenged and supported to make good progress. 18/02/2019

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.2

What the setting needs to do to improve further

n enhance the learning environments to enable children to have more choice of resources and activities, in order to encourage their independent learning n focus self-evaluation and professional development to ensure that the quality of teaching and the outcomes for children continually improve.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder and her assistant joining in activities with children and discussed the learning that was taking place with them. n The inspector looked at the areas of the premises used for childminding. n The inspector discussed the progress children are making with the childminder and looked at children's development and assessment records. n The inspector saw evidence of the suitability of household members and the assistant, and sampled a range of other documents, including the safeguarding policy. n The inspector took into account the written views of parents and the childminder's reflections of her practice.

p.2

Effectiveness of leadership and management requires improvement

The childminder does not make the best use of self-evaluation to accurately address identified weaknesses in her practice. For example, she talks about feeling less confident in knowing how to track children's progress. However, she has failed to sufficiently address this, which means her knowledge of where children are in their development is weak. Safeguarding is effective. The childminder and her assistant know what to do if they have concerns about children's safety or welfare. They make regular assessments of risks to children's safety, especially to cover the many outings they take children on. The childminder seeks some professional development opportunities for herself and her assistant. They discuss their practice and look for some ways to improve, for example considering how they can promote children's literacy development further.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder does not accurately establish what children already know, understand and can do when they join her setting. Consequently, she does not always know what she wants them to learn next. Many of the activities the childminder provides lack purpose and challenge and her teaching is weak. For example, she asks the children repeatedly about what colour car they are playing with or what colour paint they are using. Children consistently give the correct answers, showing they already have this knowledge and their learning is not being extended. At other times, teaching is better, especially in mathematics. For instance, the childminder teaches children about numbers and counting and her assistant teaches them the names of shapes.

p.3

Personal development, behaviour and welfare require improvement

Children have little choice of resources and activities as toys are not freely available to them. The childminder brings out one set at a time, such as cars, for all children to play with. Children comply and play cooperatively with them. While they play, they notice where they could add further toys, such as putting a boat on the printed pond on the mat. However, children are unable to extend their play in this way as the resources are limited. The childminder provides regular opportunities for children to practise their physical skills. For example, they visit parks where children have opportunities for climbing and space to run around. Visits to toddler groups enable children to socialise with larger numbers of children and this helps to support their social development. Parents speak positively about the childminder. For example, they state that their children are happy and feel secure in her care.

p.3

Outcomes for children require improvement

Weaknesses in the childminder's tracking of the progress children make and in her teaching do not ensure that children are supported to make the best possible progress. Despite this, children are gaining some skills that prepare them for their future learning at school. For example, they use paint to make marks and learn how to mix colours together to make new ones.

p.3

Setting details

Unique reference number EY357101 Local authority Hertfordshire Inspection number 10063597 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 10 Total number of places 12 Number of children on roll 13 Date of previous inspection 16 September 2015

p.4

Registers

The childminder registered in 2007 and lives in Welwyn Garden City. She operates all year round from 7.15am to 6.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and employs an assistant on a full-time basis.

p.4

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.4

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.4

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.5

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.5

Registers

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

p.5

Registers

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

p.5