Childminder in HertfordshireOfsted inspection, 5 May 2009

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 EY305309 Inspection date 05/05/2009 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 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 March 2005. She works with another registered childminder and care takes place in her home in Welwyn, Hertfordshire. She lives with her husband and two children aged 10 and 12 years. The childminder takes overall responsibility whilst her co-childminder works in a supportive role. The whole of the premises is registered for childminding and there is a dedicated playroom. There is a fully enclosed garden for outside play. Access to the childminder's home is via two steps; the rear garden has different levels reached by steps.

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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 six places for children when working alone or when working with a co-childminder. There are currently eight children attending part-time hours, seven of whom are within the Early Years Foundation Stage (EYFS).

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Description of the childminding

Four children attend other settings such as the early years unit of the local primary school or nursery. The childminder is able to care for children with learning difficulties and/or disabilities and cares for children 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. Very good knowledge of each child's individual needs ensures that the childminder promotes learning with success. Children are safe and have their welfare needs promoted well whilst arrangements for safeguarding children are very strong. Methods of working with parents are well established, defining a good working relationship. Partnerships with other settings providing EYFS are well-developed and enable children to benefit from a consistent approach to their all-round development. The childminder has established procedures for self-evaluation that enable her to recognise her strengths and plan for continued development implementing changes for improved outcomes for children.

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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 and use the assessments to show progression. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

Policies and procedures are used effectively to promote the welfare of children. The childminder has a very good understanding of issues relating to safeguarding. She extends her knowledge by attending training on topics such as infant nutrition and physical play, and she is currently completing a Foundation Degree; this promotes continued development. The childminder works closely with parents and other professionals ensuring that children receive appropriate support. For example, she uses signing with all children to ensure good communication for all and adheres to programmes developed by occupational therapists for individuals to support development. The partnership with other settings is well-established with the childminder maintaining e-mail contact and sharing information and planned programmes.

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provision

The childminder completes self-evaluation to assist her work developing targets for change, adapting on-going assessments, using feedback from questionnaires and seeking appropriate training to assist her development. This ensures positive outcomes for children. Risk assessments are completed both for the home and for outings minimising risk. An additional safety measure, which supports children's own understanding of safety on the roads, is the wearing of high-visibility vests. Children enjoy wearing them gaining a high degree of safety awareness.

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provision

Resources are organised and offered within the ground floor playroom in low level crates to enable children to self-select materials and have access to indoor or outdoor play of their choice. Flexible routines encourage children to enjoy a range of activities within the home and exploration of the local community fosters an awareness of the immediate world around them. They visit activity groups to socialise, an allotment to learn about growing vegetables and the natural world, and Panshanger Aerodrome. Daily diaries and notice boards are used very effectively to feedback to parents. The childminder carries out observations linking these to EYFS and identifies broadly planned next steps. However, there is no process to agree a baseline starting point for children or method to show progression involving parental input. This means that parents are not fully involved in their children's learning, and that potential learning opportunities may be

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The quality and standards of the early years provision

Children enjoy a wide range of activities that support them in making good progress. Planning is flexible and based around themed activities such as 'mini beasts' and closely linked to themes in other settings that children may attend supporting a consistency of approach. They use magnifying glasses to view insects they find and plants such as Venus Flytraps, match and sort plastic insects and show great interest in posters showing insects they name such as flies and bumble bees. Children compare sizes and are animated as they plant seeds in the garden quickly understanding that they must wait for them to grow and that they need both sun and water to do so. The childminder carefully plans stories that link to themes and children of all ages listen intently to the 'Hungry Caterpillar' with older This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children joining in the story. These encompassing themes support children in

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The quality and standards of the early years provision

making good progress across all areas of development.

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The quality and standards of the early years provision

Children learn to appreciate each other's cultures as they follow some festivals such as St Patrick's Day and Passover, enjoying foods of the culture and listening to some languages such as Gaelic and French in the home. They develop a well- defined sense of belonging as they use personal storage boxes labelled with names and pictures for their shoes, and view the poster showing 'who is here today?' when they arrive. They take part in preparing the allotment for planting with their own section to tend and plant. These activities enable children to have a sense of ownership over their surroundings and their day.

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The quality and standards of the early years provision

Observation is completed using samples of crafts and learning journey sheets from which basic next steps are planned. However, with no system to show progression or baseline assessment on entry, children may not be fully supported to reach their full potential. Children talk easily with the childminder and her co-childminder exploring their developing language. They initiate and lead role play such as when choosing to explore boxes and tissue paper developing it into making a boat and the sea after having 'wrapped' presents with the tissue. Using the same materials, younger children experience tactile play with objects such as tissue paper and balloons. They delight as the balloons are hit into the air and they find they can roll them. Children play together using the same materials. For instance, older children find they can hide inside the cardboard boxes and younger children enjoy finding them as they shout 'peek-a-boo!'. The childminder encourages and

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The quality and standards of the early years provision

facilitates children's exploratory play whilst reminding them of safety as they play.

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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 fire evacuation regularly. They learn about road safety and enjoy wearing high visibility vests and operating the road crossing controls when walking each day. Children develop an appreciation of others and world events when they explore Remembrance Sunday and visit memorials in their community. They shop together using the 'scanning' facilities at supermarkets exploring technology and making considered choices about what foods they would like to eat and which promote health and well-being. Children have ample opportunities to explore their physical capabilities as they use parks, the garden and social or activity groups each week. 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? 2 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

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