Childminder in Hertfordshire

Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children's welfare is compromised. The childminder's knowledge of safeguarding is weak. Children do not consistently access a well-planned curriculum. The childminder is unclear about what she wants children to learn. Children take part in activities. However, they are not based on the individual children's interests or stage of development. Children have access to a range of resources. They play with bags full of flash cards and books. They empty the bags and refill them. However, the childminder does not engage fully with the children or direct their play, so that it is purposeful. Children frequently become poorly engaged and wander around, showing limited interest or involvement in learning.

p.2

The provision is inadequate

Despite the weaknesses in practice, the childminder is caring towards the children and they seem to enjoy their time and form positive bonds with her. Babies are adequately supported, and the childminder interacts with them sensitively, calmly, and positively.

p.2

The provision is inadequate

There is not enough support in place to promote children's communication and language or physical development. The childminder understands the need to provide children with activities to support their language, but she does not present these clearly or consistently. The childminder does not have an ambitious enough curriculum to target children's next steps in their learning.

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need to do better?

n The childminder does not have clear learning intentions for each child and, therefore, children's learning needs are not consistently met. There are gaps in the delivery of the curriculum for communication and language. For example, when children babble, or roar like lions, the childminder does not encourage back and forth interactions to develop their learning further. This does not help them progress to their full potential. n The childminder demonstrates some understanding of child development in the early years. For example, she knows that very young children need to focus on their physical, language and social and emotional development. However, when interacting and playing with the children, she talks to them about colours and shapes. Children are supported emotionally. For example, the childminder supports children to settle quickly by providing one-to-one care and support during their first days.

p.2

need to do better?

n The childminder has a limited understanding of how support children who are falling behind in their learning. She is unaware of where to seek support for children with special educational needs and/or disabilities. Children that attend multiple settings are not sufficiently supported as the childminder does not share important information regarding children's learning and development. This

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need to do better?

25 November 2022 results in a lack of consistency and hinders children's progress. n The childminder has not kept herself up to date with current legislation. She has not ensured that her knowledge and understanding of safeguarding or the early years foundation stage requirements has been maintained. For example, the childminder is unsure of who to report any safeguarding concerns to and does not complete progress checks for children aged between two and three years. n The childminder has not undertaken any professional development. This has had an impact on the quality of the provision. Children do make some progress while in the childminder's care. However, this is incidental and, therefore, not as rapid as it could be. n The childminder follows good hygiene procedures most of the time. She wipes the children's hands before eating and cleans the changing mat between nappy changes. However, there are occasions when the childminder wipes children's

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need to do better?

noses with their bibs. n Parents speak highly of the childminder. They state that she meets their children's individual needs and knows the children well. Parents like that the childminder is flexible and that she takes the children on regular trips and outings. The childminder sends parents photos of what the children have been doing throughout the day and provides feedback about their care when they collect at the end of the day. n The childminder provides the children with healthy meals and snacks. She is aware of how to support children with allergies and intolerances. Children are given opportunities to be independent. Older children are encouraged and supported to make their own sandwich for lunch. They choose their own fillings and cut up their fruit. n Children have various opportunities to explore the wider community. The childminder takes them on regular outings, including visits to the woods, local

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need to do better?

parks, and the farm. Children enjoy looking at the animals and riding on the tractor. They learn about nature and the world around them.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not have sufficient knowledge of safeguarding procedures and where to report any allegations or concerns made about herself or household members. While the childminder is aware of the signs and symptoms of abuse, she is not confident where these concerns would be reported to. The childminder is aware of wider safeguarding concerns, such as the 'Prevent' duty and female genital mutilation. The childminder does not keep accurate records of children's attendance and does not have a procedure in place for recording the administration of medication.

p.3

Due date

develop knowledge of safeguarding procedures, particularly what constitutes a safeguarding concern and how to report allegations made against household members or any adults working with children 23/12/2022

p.4

Due date

develop the curriculum to ensure it clearly identifies what it is that all children need to learn, how this reflects their individual needs and offers appropriate challenge, to help them make at least good progress 06/02/2023

p.4

Due date

improve teaching skills to help support children in building on what they already know and can do 06/02/2023

p.4

Due date

gain an understanding of how to support children that are falling behind in their learning and where to seek advice and information, so that all children are given equal opportunities 06/02/2023

p.4

Due date

provide parents with a written summary for children aged between two and three years 23/12/2022

p.4

Due date

ensure good hygiene procedures are followed to ensure the health and well- being of children 23/12/2022

p.4

Due date

maintain an accurate daily record of the names of children being cared for and their hours of attendance 23/12/2022

p.4

Due date

keep an accurate written record of any medicine administered to a child 23/12/2022

p.4

Due date

enable a two-way flow of information with other providers if a child attends more than one setting. 06/02/2023

p.4

should:

25 November 2022 n make the most of positive interactions to help to promote children's early communication and language development.

p.4

Setting details

Unique reference number 2597386 Local authority Hertfordshire Inspection number 10251436 Type of provision Childminder

p.6

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Welwyn Garden City. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Children spoke to the inspector during the inspection. n The inspector had a tour of the areas of the premises used for childminding. n The inspector observed the childminder interacting with children. She held discussions with the childminder regarding what she wants children to learn. n The childminder shared a sample of documents with the inspector. This included evidence about the suitability of those living on the premises. n The inspector took account of the views of parents from the feedback provided.

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Inspection activities

25 November 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

25 November 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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