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

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Unique reference number EY375664 Inspection date 13/11/2008 Inspector Hilary Preece

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

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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.

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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.

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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).

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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

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Description of the childminding

The childminder registered in 2008. She lives in Redbourn, Hertfordshire, with her husband and three children aged 14, 12 and six years. The whole house is used for childminding and children have access to a secure garden for outside play. The premises is accessed via one low step to the front door and two steps down to the rear garden. They live within walking distance of the village shops, schools and park areas and the childminder drives. She is a member of the National Childminding Association.

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Description of the childminding

The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register to provide care for a maximum of four children under eight years at any one time. She is currently minding three children in the early years age group.

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Overall effectiveness of the early years provision

Children's welfare, learning and development are promoted very well because the childminder recognises the uniqueness of each child and clearly plans for children's individual needs so that they make good progress. Strong links with children's families are developed which helps the childminder gain a greater understanding of and respect for the needs of others.

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Overall effectiveness of the early years provision

Children's welfare is successfully promoted through some comprehensive policies and procedures, most of which are implemented well and contribute to positive outcomes for children. There is a generally effective system for monitoring and evaluating the quality of the provision, and the childminder's positive attitude to ongoing development ensures there is capacity to maintain continuous improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 continue to develop self-evaluation and quality improvement processes as the basis for ongoing internal review.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure the risk assessment includes a record of when and by whom the aspects of the environment identified have been checked. 30/11/2008 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

The leadership and management is very effective. The childminder sets high standards for herself and children's achievement. She shows commitment to ongoing development and improvement. She has begun to monitor the effectiveness of some aspects of the provision such as making sure children receive balanced opportunities to promote all areas of learning and development for each child and seeking the views of parents. This forms the foundation for further self-evaluation in order to review the entire provision. The childminder keeps comprehensive records, policies and procedures that contribute to meeting children's needs. These are used efficiently to ensure that children are safeguarded. Systems for safeguarding children's welfare are clearly documented and understood. Detailed risk assessments identify hazards to children within the home and on outings but there are no records of when they are carried out or

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provision

reviewed, which means their effectiveness cannot be measured.

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provision

There are good systems in place to ensure parents and carers share relevant information about their children. This helps children settle in easily because their individual needs are clearly understood. Parents receive high quality information about their children's daily care and progress. Each child has a daily log book and an observation and assessment folder that shows parents exactly what their children are achieving and a two-way flow of communication is encouraged. Testimonials from parents recognise the childminder's professionalism and warm relationships she has formed with the children. Appropriate links are made with external agencies and other carers to support the childminder in providing consistent care and education.

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The quality and standards of the early years provision

Children are supported extremely well to enable them to make progress in their learning and development. The childminder has a good knowledge of the Early Years Foundation Stage areas of learning which she uses to plan broad and balanced opportunities for children, taking into account their individual needs and interests. As a result, children are keen to take part and explore their surroundings. Delightful written and photographic observations of children are used effectively to assess children's progress, plan the next steps in their learning and development and share with their parents. The childminder is very sensitive to any specific needs children may have and ensures appropriate support is in place to help all children make progress.

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The quality and standards of the early years provision

Extremely positive relationships are formed with the childminder which means children thrive in the setting and make excellent progress. The home environment is planned well to enable children to make choices and explore. They enthusiastically investigate and select toys and resources from the wide range available. Careful consideration is given to ensuring these are safe and appropriate for each child who attends. For example, babies are provided with treasure baskets full of interesting and safe items for them to investigate using their senses. Babies develop confident communication skills because the childminder responds to every This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 babble and attempt at speech. They enjoy sharing books together, pointing at the pictures, feeling textures and turning the pages. Children's awareness of mathematical concepts and problem solving is developed through everyday play

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The quality and standards of the early years provision

such as counting bricks in a tower and adding more legs to their caterpillar drawing. Children's physical development is supported extremely well because plenty of encouragement is given and strategies used to help them roll, stand and walk. They also show independence through learning to feed themselves and lying down in readiness to have their nappy changed.

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The quality and standards of the early years provision

There is a high level of commitment to promoting children's welfare. Children are encouraged from an early age to take responsibility for their personal healthy and safety. Consistent routines help children become aware of good hygiene practices and healthy eating. Snacks and meals are well balanced and nutritious, and there is discussion around the importance of eating well. Children are taught clear boundaries for safe behaviour within the home and how to keep themselves safe when outside. For example, a road safety song is sung as children cross the road which instils an important message whilst making learning fun. Children show awareness and interest in the needs of others. Babies, for example, recognise when another is crying and offer a reassuring stroke, whilst older children are encouraged to be helpful and contribute to daily routines such as laying the table. There are opportunities for children to become aware of differences and diversity

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The quality and standards of the early years provision

through taking part in cooking activities from around the world and celebrating festivals. This ensures children develop a healthy respect for others. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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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

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 2 The capacity of the provision to maintain continuous improvement.

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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? 2

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 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?

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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

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Annex B: the Childcare Register

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

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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

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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.

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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.

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Detail of the complaint/s

There have been no complaints made to Ofsted since registration.

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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.

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