Childminder in Hertfordshire

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

p.1

Unique reference number EY244015 Inspection date 02/12/2008 Inspector Paula Durrant

p.1

Type of setting Childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.1

Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

p.2

Introduction

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

p.2

Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

p.2

Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

Description of the childminding

The childminder registered in 2002. She lives with her husband and their three children in a house in a village located on the outskirts of Ware near Puckeridge. Access is via a slope, as the house is situated on a hill. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to provide care for a total of four children under eight years, of these two may be in the early years age range. The childminder presently cares for three children in the early years age range. The vast majority of children attend on a part-time basis.

p.3

Description of the childminding

The childminder has three guinea pigs and a goldfish. The childminder is able to provide care for children with learning difficulties and or disabilities. The childminder is a member of the National Childminder Association. She has links with other settings providing early years education.

p.3

Overall effectiveness of the early years provision

Children thrive in this innovative and inspirational child centred setting. They make rapid progress in their learning and development due to the collaborative partnerships and rigorous use of observation and assessment. This ensures learning is individually unique. Children's welfare is high priority and their protection assured. They develop a very broad understanding about the wider world and have tremendous respect for each other. The childminder's superb energy, enthusiasm and vision ensures continuous improvement and means that outcomes for all children are excellent.

p.3

further?

To further improve the high quality early years provision the registered person should consider:

p.3

further?

 maintaining the whole setting approach set through collabarative working and the collective identification and clear expression of pedagogical objectives related to the Early Years framework that promote achievement for all children.

p.3

provision

Highly comprehensive policies and exceptional accuracy in management of required records ensures children are the central focus in this setting. The childminder is extremely conscientious. This is evident from her desire to constantly seek self-improvement, such as, through attendance at a range of child- centred training courses. The childminder has an exceptional awareness and understanding of the Early Years Foundation Stage and of how children learn. She is extremely competent in facilitating both specific learning outcomes and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outcomes that are impromptu. For example, when looking at a recipe book in preparation to make cakes although the identified emphasis was on problem solving through the weighing of ingredients, the childminder enabled the children to make clear links to the fact that prints carries meaning as they identify 'm' for

p.3

provision

The childminder is a highly experienced practitioner. She undertakes regular short courses on a variety of child care topics to ensure maintenance of a good breadth of knowledge. This has a very positive impact on her practice and outcomes for the children in her care. Self-evaluation reflects rigorous monitoring and searching analysis of what the childminder does well and gives clear vision for future areas of development within her action plans. The childminder works relentlessly to maintain the quality in her practice. This is evident from her conscientious approach to the Early Years Foundation Stage, using the year prior to the formal implementation of it to prepare her self and ensure her systems fully met the requirements. This demonstrates high aspirations of the childminder's practice and of wanting the best possible outcomes for children.

p.4

provision

Children's welfare is paramount in this setting. The childminder has in place very robust risk assessments and comprehensive records relating to children's safety and welfare. These include fire evacuation and all outings. The childminder has an extremely secure knowledge of child protection and of the Local Safeguarding Children Board's procedures. She undertakes regular review of all her procedures and of her practice through attendance at child protection training. Parents are very clear about the childminder's role and responsibility to safeguard the children in her care.

p.4

provision

The childminder has excellent links with other settings delivering the Early Years Foundation Stage. She works in partnership to ensure a seamless transition in children's learning and development. The childminder has highly effective systems in place for sharing information. Daily diaries, comprehensive newsletters and regular discussions keep parents very well informed about their children's care, learning and achievements. This enables parents to effectively support and extend their children's learning at home.

p.4

The quality and standards of the early years provision

Children make exceptional progress in this setting. They exude high levels of confidence and make independent choices in abundance. This supports their ability to take risks and to experiment in their play and learning. For example, provision of water for the tea set during role play enables a discussion about the temperature of the liquid provided in comparison to that of a real 'cup of tea'.

p.4

The quality and standards of the early years provision

The childminder is highly skilled at supporting children in their learning. She promotes a wonderfully flexible approach to ensure children have the space and freedom to develop at their own pace. Children rise to the challenges set. They are confident in voicing their thoughts and ideas such as when children articulately role play a telephone conversation with the childminder making arrangements to visit for tea. A brilliant balance of adult directed and child initiated play ensures children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 make rapid progress in their learning and development. Access to an excellent array of resources and activities means children can make plentiful choices and lead their own learning according to their interests. For example, children help themselves to a plastic bowl and spoon from the kitchen when role playing a mealtime to feed their pretend rabbit.

p.4

The quality and standards of the early years provision

Children are highly competent in handling books. They enjoy a superb range of stories and rhymes and recognise the differences between story books and topic books. Children combine their skills such as when confidently counting the number of steps to follow in a recipe for muffins and when using song to enthusiastically recall the letters of the alphabet. They competently develop the habits and behaviour appropriate to good learners. For example, children know when to share and take turns and are developing appreciation towards others as they learn about different cultures and beliefs through discussion, activities and the first-rate role model of the childminder.

p.5

The quality and standards of the early years provision

The high quality of planning for individuals ensures that each child receives an enjoyable and challenging experience across the areas of learning. The flexible plans allow for spontaneity and for children to contribute their own ideas. Assessment is used very purposefully to ensure that children achieve as much as they can in relation to their starting points. Cohesive links between observation, assessment and planning ensures that the next steps in children's learning is given high priority. Very robust systems clearly track children's progress and this is openly shared with parents.

p.5

The quality and standards of the early years provision

Children have exceptional social skills due to the positive role model and consistent boundaries set by the childminder. They know right from wrong and confidently use social graces without prompt. Children develop an excellent understanding of danger and how to stay safe such as sitting down to eat, wearing safety restraints in the car, knowing to stop and wait for cars before crossing roads and not talking to people they do not know. They are very familiar with fire evacuation procedures and talk about going to the nearest door and waiting in the garden for the fire brigade with complete assurance. Children have plentiful opportunities to develop their physical skills and through discussion understand the benefits of exercise. They know to rub their hands together when cold and to jump up and down to warm their bodies and to make their heart rate quicken. Children adopt very healthy habits and robust hygiene practices. They know to eat a balanced diet and

p.5

The quality and standards of the early years provision

to wash the germs off their hands at appropriate times. Children are fully supported in developing a healthy lifestyle as they make 'food pyramids' using pictures they have cut out from food magazines. Drinking water remains readily available. This ensures children do not get thirsty. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.6

Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

p.6

of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 1 The capacity of the provision to maintain continuous improvement.

p.6

Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 1

p.6

Years Foundation Stage promoted?

How well are children helped to stay safe? 1 How well are children helped to be healthy? 1 How well are children helped to enjoy and achieve? 1 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

p.6

Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

p.8

Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

p.8

Detail of the complaint/s

There have been no complaints made to Ofsted since the last inspection.

p.8

Detail of the complaint/s

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

p.8