Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY332073 Inspection date 13/10/2009 Inspector Susan Ennis

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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 registered in 2006. She lives with her husband and one child aged 12 in Stevenage, Hertfordshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. Access to the premises is via one small step. The family has some fish.

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding two children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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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

The childminder offers a safe, secure and welcoming environment in which all children thrive. Her flexible planning ensures that the children's interests and development are consistently promoted and that they enjoy their time with her. She builds trusting relationships with parents to ensure that all the children's individual needs are met. Through monitoring her practice, the childminder has a clear picture of her strengths and areas for improvement. She is therefore able to make effective changes to improve the daily care and experiences for the children in her care. She demonstrates a high commitment to her childminding and is enthusiastic about making and sustaining improvement.

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further?

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

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further?

 review the use of attendance records to ensure their accuracy  ensure that the regulator's contact address is made easily accessible to the parents  develop further the use of planning to demonstrate how each child's individual learning and development needs are met.

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the early years provision

Effective safeguarding policies and procedures ensure that children are well protected at all times. For example, the childminder has a good knowledge of child protection, having attended additional training to increase her knowledge, and has the required contact numbers in place for dealing with concerns. She also ensures that anyone coming into contact with children is suitable to do so and does not leave them unattended with anyone not sufficiently checked. However, as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's exact times of arrival and departure are not consistently recorded their safety is potentially affected. The childminder uses clear and practical procedures such as daily safety checks and comprehensive risk assessments for monitoring the environment meaning that hazards are minimised and children can move around freely and with confidence. Good daily practice and ongoing explanations from the

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the early years provision

childminder help the children build their understanding of how to keep themselves and others safe. For example, when on outings, the children wear brightly coloured wrist bands containing the childminder's contact number in case they become separated from her. Their independence is also encouraged as they participate in emergency fire drills, when the older children are given responsibilities such as carrying the register, building their confidence and self esteem.

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the early years provision

Children's individual development is well-promoted because the childminder has effective procedures and resources in place to support, monitor and evaluate their progress. The available resources are used well and the all-inclusive, child-friendly environment is conducive to learning. Low-level labelled storage enables the children to freely choose which toys they want to play with and a resources folder helps them see what other resources are available. The childminder also ensures that the children can sit comfortably whilst they play by providing child-sized chairs and soft rugs for floor activities. She makes good uses of the local community by borrowing resources from the toy library and encourages environmental sustainability by looking for resources at the local charity shops.

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the early years provision

A close and trusting partnership with parents, carers and others involved in the children's lives ensures that all relevant information is shared and a consistent approach given. Organised documentation ensures that parents are fully informed about the childminder's policies and procedures detailing her working ethos and good practice. However, as the address of the regulator is not made easily accessible parents are delayed in reporting any written concerns that they may have. Daily interaction, a parents' notice board and daily diaries help the parents find out about their child's day and the activities they have enjoyed. Children also have their own photo albums, which they share with their parents, detailing the special moments during their time together.

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the early years provision

The childminder has a good understanding of anti-discriminatory practice, enabling her to provide a service which is inclusive for all children and their families. She works with the parents to ensure that she understands each child's background, needs and beliefs, for example, learning familiar words in the child's home language. Children are gently encouraged to recognise differences and respect diversity. This is encouraged by celebrating world festivals such as Diwali where they make lanterns, and playing with, for example, dolls and play figures reflecting the diverse society in which we live.

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the early years provision

The childminder continuously evaluates her daily practice and has high expectations of herself. She demonstrates a genuine enjoyment for her work and regularly attends further training to improve the outcomes for the children in her care. She uses reflective plans, peer observations and the self-evaluation form to identify her strengths and areas for improvement. She reacts positively to feedback, for example the recommendations from her last inspection, and uses this to further enhance her practice. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are consistently offered a wide range of opportunities that support them in making good progress across the areas of learning and development. The childminder has a secure knowledge of the Early Years Foundation Stage and has developed procedures for assessing the children as they play. She uses this information to record their next steps and plan their individual progress. However, this is not clear to see from the current documentation in place and therefore, children's development is not optimally promoted.

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and outcomes for children

The childminder's flexible approach to planning ensures that children's choices are responded to. She also ensures that she adapts the activity to ensure that all the children are included. For example, when children choose to draw using the magnetic drawing board, the childminder encourages the older children to use their creative skills. When asked to help draw a baby she supports them by placing their hand over hers and drawing the baby on the screen. When younger children choose to do the same activity, they are encouraged to use the accompanying stamps to make their designs, copying the childminder as she says 'stamp, stamp'. The children happily choose resources to play with and the childminder uses her good childcare knowledge to extend the activities where appropriate. When children choose an Old MacDonald story sack to play with, the childminder asks them to name the animals and the children laugh as they make the noises for each

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and outcomes for children

one. They then go on to read the story developing their language and listening skills as they do so. Children's creative skills are further developed as they make salt dough creations and badges. Their understanding of the natural world is encouraged as they go on bug hunts and feed the ducks at the local park.

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and outcomes for children

Children's emotional development is well promoted as they develop trusting relationships with each other and the childminder, for example, snuggling into her when they start to feel tired. Visits to local toddler groups and activity sessions help them learn to play alongside their peers and develop their social skills further. Consistent boundaries and ongoing explanations help the children understand appropriate behaviour. They also helped devise a 'Positive Behaviour' folder where they took photographs of themselves depicting positive behaviour such as sitting nicely at the table and using good table manners. They then use the folder to remind each other about the wanted behaviour in the setting.

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and outcomes for children

Children's health and welfare is actively promoted as the childminder takes steps to minimise the spread of infection and develop children's understanding of a healthy lifestyle. For example, they know to wash their hands before eating and enjoy taking their bikes out for rides. They are encouraged to eat healthily and especially enjoy planning what to take for a packed lunch when going on a picnic. 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 2 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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