Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY315673 Inspection date 30/11/2009 Inspector Susan Parker

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. 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 2005. She lives with her husband and two children aged 8 years and 1 year in Welwyn Garden City, Hertfordshire. The whole of the childminder’s house is used for childminding and there is a fully enclosed garden for outside play. The family has a cat and a rabbit.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early year’s age range. She is currently minding three children in this age range on a part-time basis. She is also registered to care for children over five years to 11 years. The provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder travels to local schools to take and collect children. She is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children's choices and independence are well promoted in this setting. The childminder has a good knowledge of children's individual and diverse needs and provides interesting activities and challenges to enable all children to make good progress in their learning and development. The secure procedures for safeguarding children fully support children's welfare and safety. The childminder has an effective partnerships with parents and is developing an understanding of the significance of forming wider partnerships to promote consistent good quality education and care for children. Most of the documentation reflects the childminder's individual practice and she has begun to evaluate the strengths and some areas for improvement in her daily practice.

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further?

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

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further?

 ensure effective continuity and progression by sharing relevant information with other settings that children attend  ensure all documentation reflects actual practice

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the early years provision

Children's welfare is promoted as there are robust safeguarding procedures. The childminder ensures that she understands her responsibilities and keeps up-to-date with training to ensure that children are protected and safe. Thorough risk assessments and daily checks ensure that hazards are minimised. Good daily practice, such as the provision of nutritious food and helping children to adopt This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 healthy habits means that children's health is promoted.

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the early years provision

Parents and carers receive detailed information on their children's progress and welfare through daily talks and are able to see their children's learning journeys and photographs of the children participating in a wide range of activities. The parents and children have complimented the childminder on her good levels of care through 'Thank You' cards and references. She gives the parents an information pack and shares her portfolio containing her qualifications and a full set of written policies and procedures. However, there are some statements within these which do not reflect her actual practice.

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the early years provision

The childminder is aware of establishing effective partnerships with other professionals involved with children in her care. For example, although she sometimes meets with other professionals at the local pre-school, she has not yet introduced arrangements to discuss children's next steps in their learning and development in order to fully promote continuity and progression.

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the early years provision

The childminder is motivated to improve her childminding practice through ongoing training and seeking the views of parents. She recognises her strengths and accurately identified an area for improvement.

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the early years provision

Children's individual backgrounds and needs are well known by the childminder which ensures that they feel a sense of belonging and develop a positive attitude to people who are different from themselves and learn about their beliefs and traditions. The childminder makes good use of routines and incidental opportunities to support and promote children's learning. She manages her time well and makes good use of space and resources to effectively support children's learning. The environment is welcoming and resources are accessible promoting children's choices and developing good attitudes to learning.

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and outcomes for children

Children make good progress in all areas of learning and are supported in achieving because the childminder has a secure understanding of the Early Years Foundation Stage. She effectively observes children as they play, using this information to assess their progress towards the early learning goals and to provide challenging activities. Children display good levels of independence and confidence as they choose a costume to wear or a matching card game to play from the varied selection of accessible resources. They are adopting good attitudes to healthy eating as they eagerly choose different fruits for their snack and asking for more of their favourite. Children are aware of good hygiene routines and preventing illness. For example, they routinely wash their hands before eating and after using the toilet or painting their hands, each having a clean towel to prevent the spread of infection.

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and outcomes for children

The premises is safe and accessible enabling children to make independent choices. For example, playing a game of schools where the children chose props and furniture, using both the hall and the lounge to extend their play. They are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 forming firm bonds and learning good social skills as they play, sharing resources, listening and taking turns in conversations. The childminder acts as a good role model and encourages children to work together to sort out any issues and to tidy away their toys before they choose something different. Activities are planned in advance taking into account children's interests and capabilities, seasonal and cultural festivals. Resources are equally accessible to all children and reflect positive images and children's backgrounds.

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and outcomes for children

The childminder effectively uses her knowledge of each child to use appropriate teaching methods to promote their development. For example, using posters of faces with different emotions to enable children to choose the one which most reflects how they feel if they have difficulty communicating. She provides assorted books with pop up characters to capture the children's interest and to convey children's understanding of literacy. They frequently practise their mark-making, forming familiar letters and mastering their concentration and manipulative skills. Children's creative activities are displayed creating an environment where children feel a sense of belonging and are developing good attitudes to learning. For example, children proudly show their painted hands before pressing them down on paper and talking about colours, size and shape. Then they wash their hands and arms carefully, checking to make sure that the paint is all gone.

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and outcomes for children

The childminder has established a consistent approach to age appropriate behaviour management. This enables children to feel secure and develop their understanding of appropriate and safe behaviour. They respond positively and demonstrate a good sense of responsibility for their actions. Children's behaviour demonstrates that they feel safe. They are confident and are, therefore, actively involved in their learning, developing positive attitudes to this.

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and outcomes for children

Children's understanding of equality and diversity is developed as they participate in daily discussions, access relevant resources and celebrate festivals that reflect their beliefs. Children who speak English as an additional language are well supported and make good progress. They are fully supported in developing their knowledge of English but the childminder also values the children's own language. The childminder has established good procedures for working with parents ensuring that all information is shared confidentially and any additional needs are identified. Children are offered appropriate and consistent support to enable them to participate and make good progress.

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and outcomes for children

Children develop skills for the future as they share ideas and work together. For example, children worked together playing matching games where they had to match patterns or textures. For example, a fluffy one to a rabbit or stripy to a rainbow. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

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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