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 EY305106 Inspection date 04/03/2009 Inspector Lynne Kathleen Talbot

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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 was registered in April 2005. She lives with her husband and two children aged one and four years in Hitchin, Hertfordshire. The whole of the ground floor of the home is used for childminding. There is a fully enclosed garden for outside play. Access to the childminder's home is via two steps to the front and rear.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to provide four places for children. There are currently four children attending varying hours, one of whom is within the Early Years Foundation Stage (EYFS).

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Description of the childminding

No children attend other settings such as the early years unit of the local primary school and the local pre-school. The childminder is able to provide care for children with learning difficulties and/or disabilities and those for whom English is an additional language.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. The childminder provides extremely well for children within EYFS ensuring that each child is fully included and making excellent progress. They are fully engaged with activities that take into account each child's stage of development. The provider uses robust systems for assessing risk and safeguarding children. Comprehensive procedures for self-evaluation mean that the childminder has a clear overview of her strengths and weaknesses and is able to implement change to improve outcomes for children. There is a highly effective working partnership with parents and carers and plans have been made to work with other settings as appropriate.

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further?

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

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further?

 inform the planning building from an initial starting point that involves parental input  develop the educational programme, with reference to supporting children's knowledge and understanding of the world, with particular reference to languages and cultures.

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provision

Comprehensive policies and procedures are used very effectively to promote the welfare of children. The childminder has an excellent understanding of issues This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 relating to safeguarding. She has extended her knowledge by completing training in risk assessments and EYFS as well as completing the Herts Quality Standards award; this promotes continued development. The childminder completes comprehensive self-evaluation identifying objectives for herself to ensure continued review and development. She uses cohesive methods with parents and carers to seek feedback and comment such as a comments book, regular questionnaires with parents and children, and sharing the children's progressions journals to which parents and carers contribute. References are positive and complimentary, including comments such as being, 'delighted with (child's)

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provision

progress' and, ' works hard to ensure all needs are met, the service is inclusive of parents and highly recommended'.

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provision

Daily, monthly and yearly risk assessments for the home are completed and all outings undertaken thoroughly assessed. Parents and carers are given written notification of any extra outings to be undertaken showing full detail. The home and resources are extremely well-organised to ensure that children are able to self- select materials and initiate learning. The playroom, kitchen and lounge have separate areas and an abundance of stimuli to promote interest in current and past themes. For instance, crafts of all types are displayed showing previous works and the lounge currently has two large 'houses' made as part of group projects from cardboard boxes which children proudly show to visitors before playing inside.

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provision

The childminder is committed to ensuring that her practice is inclusive for all families and supports their emerging knowledge of the local community. For instance, they attend a musical group, and visit a Japanese Koi company regularly. Children explore festivals but have fewer opportunities to explore other cultures viewing places of worship, types of architecture or languages. This means their understanding of the wider world around them is not fully broadened. Children's progress is closely monitored and recorded in files which are shared with parents who also add to them. This means that parents and carers are fully involved in their child's ongoing learning and development but there is no process to agree a baseline starting point for children's learning meaning that they are not fully involved from the beginning. Links with other settings have been fully considered to implement at the appropriate time when children move into the care of other

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The quality and standards of the early years provision

Children are offered an inventive range of activities that support them in making excellent progress across all areas of learning. High quality planning shows weekly and long-term planning which adapts to daily interests with a full evaluation undertaken to ensure that each child receives wide-ranging learning experiences. Narrative observations together with photographs feed the assessment files for each child and these, in turn, identify next steps to be addressed. This means that children are fully supported to reach their potential.

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The quality and standards of the early years provision

Children are supported to feel that they belong and develop self-esteem by making aprons, placemats and having scrap books and personal boxes, which they decorate, for storing crafts and personal belongings. They learn to care for wildlife This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 as they place food for the birds and view them from the playroom window each day. Children have ample opportunities to use technology showing interest in mechanical toys, battery operated keyboards, and early computers. They develop an early interest in creativity making themed items such as lavender flowers. This leads to them exploring sensory experiences and smelling the lavender used.

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The quality and standards of the early years provision

Children consistently extend their language skills listening intently to the childminder before trying to say the words themselves. They use gesture and non- verbal communication to gain attention which is supported by the childminder with some early signing. Children enjoy music using a range of instruments such as keyboards, electronic and African drums, and sound bottles made themselves. They explore loud, quiet, hard and soft sound and fast and slow movement. Children use role play extensively learning to care for each other and dolls, and copying what they see around them. They are beginning to share and take turns, and this is supported by the childminder who is an excellent role model using praise and sticker rewards. Children have the opportunity to direct play and make inventive choices for topics. For example, when choosing to have a 'pirate party' they make jewellery, organise a treasure hunt and choose a cake for a cookbook

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The quality and standards of the early years provision

to bake. They enjoy using cameras to make a 'movie' which leads into some being actors and others preferring to be behind the camera. Later they review their film and enjoy a cinema session as a whole group.

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The quality and standards of the early years provision

Children thrive because they are in a secure environment. They take part in routines that promote their safety such as evacuation and road safety. They understand that they wear wristbands showing the childminder's telephone number when on outings in case they become parted from her. Children develop house rules themselves, writing them (with help if needed), and laminating them to display. These are reviewed regularly which helps them to develop clear social skills to equip them for the future. Children have prepared a garden area and plant carrots, sunflowers and green bean plants. A four-weekly menu offers children both vegetarian and meat options and they enjoy discussing the benefits of healthy eating and its effect on their well-being. 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? 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?

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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 the last inspection.

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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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