Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY252519 Inspection date 13/01/2010 Inspector Lynne Kathleen Talbot

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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 0300 123 1231, 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: 0300 123 1231 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 February 2003. She lives with her husband and their three children aged 16, 13 and eight years in Hitchin, Hertfordshire. The whole of the ground floor of the home is used for childminding together with identified rooms on the first floor. There is a fully enclosed garden for outside play.

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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 care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. There are currently five children attending part-time hours, three of whom are within the early years age range.

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Description of the childminding

The childminder takes children to and collects from 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 special educational needs and/or disabilities and provides care for children for whom English is an additional language.

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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 individuality is respected by the childminder because she develops a thorough knowledge of each child's needs and interests. She forms an extremely positive relationship with parents and carers seeking and taking account of their views, understanding their home life and fully sharing children's progress with them; attention to these areas of care ensures that children's needs are met well and that activities planned promote good progress in their learning overall. Partnerships with other agencies providing early education are in the early stages of development. The childminder takes positive steps to promote children's welfare through established routines for health, minimising risks and excellent safeguarding awareness. She has a very effective and positive attitude towards self-evaluation, continuing to review her work and plan for further development. This ambition and commitment demonstrates provides an excellent basis for

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The overall effectiveness of the early years provision

improvement thereby maintaining a service that is responsive to children's needs.

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further?

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

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further?

 provide opportunities for children to practise and extend their skills with particular reference to problem solving, mark-making for a purpose, and the development of independent learning to enhance their good progress towards the Early Learning Goals  develop links with all other settings providing for children in the Early Years This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Foundation Stage to ensure continuity and coherence to support outcomes for children.

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the early years provision

Children's welfare is very well promoted because the childminder has a good knowledge of the Early Years Foundation Stage (EYFS). She has a very clear understanding of her roles and responsibilities relating to safeguarding children, seeking updated training and maintaining clear procedures shared with parents. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. Comprehensive risk assessments are completed for the premises and outings with a record of each monthly and annual check completed. Children take part in regular activities designed to increase their awareness of personal safety such as discussing road safety and considering how to identify a safe adult in a supermarket should they become separated from the childminder or an adult at any time. Procedures for illness and medical assistance are well-planned and involve children learning who the childminder's emergency

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the early years provision

support people are so that the children are confident and secure with them if the plans have to be utilised at any time.

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the early years provision

The childminder offers a fully inclusive service for all children in her care and ensures that she understands each child's background, culture and beliefs in order to tackle unfair discrimination. She uses this knowledge by working with parents, for example, to adjust menus to accommodate food intolerance or choice. The childminder plans for specific children using any individual education plans (IEP) that have been shared with her by parents. The childminder helps children to explore signing throughout daily play and learn about other languages including Swedish and Patois (Jamaican); they are supported to investigate other cultures including the Jewish faith which broadens their understanding of the society in which they live. The childminder uses in-depth observation and assessment to plan to broaden children's experiences and ensure all children achieve well. The childminder has a positive attitude and understands the need to work with other

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the early years provision

agencies to support children in other settings although a sharing partnership is, as yet, is not fully established with others to ensure continuity and coherence to support outcomes for children. The relationship with parents and carers is exemplary enabling them to contribute fully to the learning programme for their children through feedback forms, review sheets and extremely informative notice boards and newsletters. Parents are provided with a CD-ROM at the end of the year containing copies of all photographs taken during activities and receive very extensive packs of information outlining all areas of play, learning and development and how they are promoted.

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the early years provision

The childminder demonstrates enthusiasm for her work and is highly motivated to continue making changes that improve outcomes for children. An extensive training log shows not only courses completed, the updated courses attended but also dates for renewal and planned development areas. Good quality self- evaluation processes show that the childminder has an accurate picture of her strengths and maintains a very clear vision for the future. Children make good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 progress in their learning because the childminder makes good use of resources and adapts well to spontaneous learning situations. The environment is conducive to learning with children of all ages self-initiating learning, accessing materials and making considered choices regarding activities.

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and outcomes for children

Children are extremely confident and thoroughly enjoy their time spent in the childminder's care. They make good progress in their learning because the childminder has a thorough knowledge of the EYFS. She maintains in-depth learning journals, filled with a wealth of evidence, showing how learning is observed and assessed to identify next steps for each child. These next steps are incorporated into the planned topic works to ensure that all areas of learning are covered well. The childminder naturally challenges children as they play prompting them to think about size, shape and colour. For instance, when building towers they count independently, match colours, compare patterns and sequences, and explore height. Children make free choices from labelled resource boxes with regard to the activities and enjoy the childminder's participation but they are not consistently encouraged to try to problem-solve and achieve things for and by

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and outcomes for children

themselves without assistance from the childminder. This is particularly evident within mark-making, some creative activities and some areas of role-play and means that they are not fully extended to make independent progress towards the early learning goals.

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and outcomes for children

The childminder is mindful of her role in ensuring safety and health and helps children to incorporate this into all areas of the daily routine. For instance, they take part in emergency evacuation and learn to use cutlery safely for meals and food related activities. Children choose fruits for snacks and use safety knives to cut the fruit themselves. Other related activities include visiting the supermarket to choose and purchase vegetables to make soups or the ingredients for baking. Children are showing developed awareness of hygiene as they wash their hands before snacks telling adults that they 'can't eat with dirty hands'. Children enjoy growing vegetables and other items at the 'Hitchin triangles' garden plot sourced and organised by the childminder; this means that children are able to become involved with growth and harvesting supporting healthy eating and physical awareness. Very good use is made of outdoor areas as well as social and activity

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and outcomes for children

groups in the community to offer children an extended range of opportunities. They take part in recycling to develop an awareness of sustainability and the world around them.

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and outcomes for children

Children's behaviour demonstrates that they feel safe. On occasion, stickers and certificates are awarded for positive behaviours. Children review the house rules displayed and this helps them to reinforce their understanding of their own behaviour. They demonstrate good empathy for each other and younger children as they include younger children in all areas of play. For instance, they find books to read to younger children who are upset telling adults that they are 'poorly'. Children are observant and eagerly link what they see around them to activities. For example, a popular activity is hospital role-play which arose from a visit to a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 fracture clinic with the childminder. This has included the use of a poster of a skeleton to explain why and how bones break, learning about the human body, as well as the role of people who help us in the medical profession. Children of all

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and outcomes for children

ages engage in activities alongside each other at a level appropriate to their stage of development showing development of cooperative skills. They enjoy using puppets exploring language and singing together. This is often linked to the music sessions attended by the children. Children enjoy using keyboards to build their knowledge of letters and numbers, they use a laptop to create drawings and begin to explore technology. Children have good opportunities to begin learning the skills that will help them in their future lives within social and learning situations. 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 1 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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