Childminder in Hertfordshire

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

p.1

The provision is inadequate

The childminder does not have a good safeguarding knowledge. She has not attended recent safeguarding training and, therefore, her knowledge is not up to date. This means that children's safety and welfare are compromised. That said, children are happy and secure. They have formed secure bonds with the childminder, who is warm and friendly towards them.

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The provision is inadequate

Overall, children do not receive a good quality education. The childminder has not developed her teaching skills to help children make consistently good progress in their learning. Although children can choose which toys and resources they would like to play with, she does not capture their interests or ignite children's curiosity. The childminder does not successfully plan activities for children to enjoy that offer sufficient challenge. Learning is, at times, incidental. Children flit between toys in quick succession. This means that children do not gain the skills they need to be ready for school.

p.2

The provision is inadequate

Children play together well at times and the childminder supports them to share toys. The childminder helps children to be independent. She encourages children to put on their own shoes and feed themselves at mealtimes. The childminder provides healthy meals and snacks for all children. This helps to promote children's understanding of healthy lifestyles.

p.2

need to do better?

n The childminder does not have an up-to-date knowledge and understanding of child protection procedures to promote children's safety. She does not know who she must report concerns to if she is worried about a child. The childminder does not know the local safeguarding partnership procedures for reporting any safeguarding concerns. This means children's welfare is not assured. n The childminder is aware of children's next steps in their learning. However, she does not plan suitable activities to support these next steps. The childminder does not provide a rich variety of resources that support the development of children's cognitive skills or offer them challenge. Children become bored and tip boxes of toys onto the floor rather than playing with them. The childminder does not redirect children to purposeful play in meaningful activities. Children do not make good progress in their learning. n The childminder understands the importance of developing children's

p.2

need to do better?

communication and language skills. However, the quality of her interactions with children is weak. For example, the childminder begins to read a story to the children. However, the activity is mundane and children lose interest. She does not interact purposefully enough with children to promote their focus on learning.

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need to do better?

21 June 2022 n The childminder does not have all the necessary skills to help children make good progress in their learning. She has not paid sufficient attention to her own professional development and her knowledge of how children learn is not good enough. For example, the childminder says she does not offer creative activities to the younger children because they do not know how to use the tools correctly. n The childminder has good relationships with parents. They are happy with the care they receive and explain how happy their children are to attend the setting. Parents appreciate the level of communication they receive from the childminder. However, the childminder gathers minimal information on children's development when they start. This has an impact on her ability to understand children's starting points in order to plan from the beginning. n Partnership working with others is not effective. The childminder is aware that

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need to do better?

some of her children attend other settings. However, she does not share information with these other settings to support continuity in children's learning. n The childminder has warm bonds with the children. The children look to the childminder when they become upset. They enjoy cuddles for reassurance and comfort. n Children have opportunities to develop their physical skills. They enjoy playing on the swings and chasing bubbles in the garden. Children explore independently in the large grassed area.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder's understanding of safeguarding is poor. She does not have sufficient knowledge of the signs and symptoms of abuse, and this compromises children's safety. The childminder does not know who to report to if any allegations are made against herself or a member of her household. She does not know what action to take in the event of a concern about a child in her care. The childminder has not completed any recent training, and this has a negative impact on her knowledge of wider issues in society.

p.3

Due date

attend child protection training in order to identify, understand and respond appropriately to signs of possible abuse and neglect 30/08/2022

p.3

Due date

21 June 2022 gain knowledge and understanding of the procedures to follow in line with the relevant local safeguarding partners, in the event of a concern about children or allegations about household members 30/08/2022

p.3

Due date

ensure that appropriate professional development opportunities are undertaken to improve knowledge and understanding of how to provide a well- designed curriculum for children and improve the quality of teaching 30/09/2022

p.4

Due date

ensure there is regular two-way flow of information between providers, if a child is attending more than one setting 30/08/2022

p.4

Due date

ensure that children have rich opportunities to develop their communication and language skills, so that the development of their spoken language firmly underpins all seven areas of learning 30/08/2022

p.4

Due date

ensure that an accurate understanding of each child's level of achievement, interests and learning styles is obtained, and use the information to plan learning experiences that are tailored to meet each child's needs. 30/08/2022

p.4

Setting details

Unique reference number EY411398 Local authority Hertfordshire Inspection number 10231791 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 30 September 2016

p.5

Information about this early years setting

The childminder registered in 2010 and lives in Stevenage. She operates all year round from 7.30am until 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in the evaluations of the provider. n The childminder and the inspector completed a learning walk together of all the areas of the setting and discussed the curriculum and what she wants children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n Parents spoke to the inspector during the inspection and she took account of their views. n The inspector looked at relevant documentation, such as public liability insurance and the daily attendance register.

p.5

Inspection activities

21 June 2022 We carried out this inspection 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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Inspection activities

21 June 2022 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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