Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY402247 Inspection date 19/05/2010 Inspector Alison Reeves

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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 2010. She lives with her husband and child aged 21 months in a village near Hitchin, Hertfordshire. She works at the home of her co-childminders. Part of the easily accessed premises is used for childminding and there is an extensive enclosed garden for outside play. The childminder drives or walks to a local school and pre-school to take and collect children. She takes children to the park, nature reserves, farms, country park, library, indoor soft play areas and educational facilities. The family has a cat, two dogs, five puppies and two horses.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register to care for five children under eight years; and of these, two may be in the early years age group. She is currently caring for eight early years age range children on a part-time basis.

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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 in the Early Years Foundation Stage are very well supported and benefit from the childminder’s comprehensive knowledge and understanding of their individual learning and development needs. She is highly effective in the support she gives children helping them to thrive as individuals. Her recognition of their individuality and the value placed on their interests, ideas and opinions ensures they are making very good progress towards the early learning goals appropriate to their age, ability, interests and starting points. The policies and procedures are effectively implemented to promote children’s welfare and safety. The childminder has developed and maintained very positive relationships with parents and is establishing links with other Early Years Foundation Stage providers for the benefit of children. Self-evaluation is embedded and shows the childminder's commitment to developing her practices to promote better outcomes for the children in her

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further?

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

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further?

 ensure each observation is analysed and next steps identified.

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the early years provision

Children are effectively safeguarded by the childminder who fully understands all the elements that ensure children's safety and security. She is very clear about her role in protecting children from abuse and how to record and report any concerns This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about their well-being. By working closely with other childminders she ensures children are only left alone with other adults who have undergone the required vetting process. Policies are robust in ensuring all aspects of children's safety. The childminder conducts a number of thorough risk assessments both in the home and for outings to ensure the elimination of risk. Systems for recording specific needs including medication and dietary requirements are meticulous.

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the early years provision

The childminder has attended the required childminder training and is proactive and committed to ongoing professional development, shown by her attendance at the local Childminder Network meetings and courses on next steps, assessment and planning. She has developed a very good understanding of all aspects of children's care and learning enabling her to provide a varied range of purposeful, engaging activities. Self-evaluation has been implemented well and the childminder has thoroughly examined her practice, reflecting on its strengths and weaknesses and has taken steps to make improvements. She is committed to providing the best possible environment and care for children and sets out her aims for the future, for example, taking part in the Woodland Schools initiative.

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the early years provision

The environment is exceptionally well-suited to childminding. It is organised to ensure children have very easy access to a wide range of resources that reflect many aspects of diversity. There is plenty of space in which to play freely allowing children to use a variety of toys simultaneously. For example, some children are using the garage and cars whilst others enjoy the pop-up tent and the tunnel where they can crawl in and out and play hiding games. This is lots of fun and the children are able to develop physical skills, be energetic and play cooperatively. A variety of worthwhile activities are available each day and children are always under adult supervision. Children feel very confident about selecting resources and frequently suggest ideas for play. The outdoor areas are extensive and this gives children the scope for different activities in the open air, for example, planting and growing their own vegetables, visiting the horses and riding on the wheeled toys.

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the early years provision

The childminder has a good knowledge of each child’s background and is effective in ensuring that all children are well integrated. She observes children and monitors their development ensuring she is able to identify any gaps and work with children and their families to support their ongoing achievement. Children behave very well and the childminder's use of clear, appropriate and consistent strategies to support them in this also helps them to develop an understanding of other peoples' needs and feelings. Children learn about the wider world through planned activities such as celebrating popular festivals from around the world.

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the early years provision

The childminder is establishing links with other providers delivering the Early Years Foundation Stage to ensure the progression and continuity of children’s learning and care. Relationships with parents are very well established and the childminder's comprehensive understanding of the families' expectations helps to provide continuity of care and a sense of security for the children. The childminder involves parents exceptionally well, welcoming their contribution to their child's ongoing development whilst in the setting and valuing their input in recording accomplishments. Parents contribute to children's education by sharing their achievements on the 'Wow wall'. This helps the childminder to get a more rounded view of the child and assists in planning for further learning opportunities. Parents This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are kept well informed about all aspects of their children’s achievements, well-

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the early years provision

being and development through daily discussions, the learning journey book and photographs. Parents are provided with in-depth information about the childminder's service including details of the policies and procedures to ensure that they understand the operation of her childminding service.

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and outcomes for children

The childminder has an excellent understanding of the Early Years Foundation Stage and this enables her to offer highly effective support to children ensuring they make good progress in all areas of learning and development. She places emphasis on planning for children's individual interests and developmental needs. She has systems for monitoring activities and the progress children are making, including regular observations to identify their next learning steps. Most of these records are up-to-date. Observations are followed up to show when children achieve identified steps. All observations are placed in the individual learning journey book along with photographs and samples of children's work.

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and outcomes for children

The childminder works exceptionally hard providing a highly appropriate, stimulating environment to ensure all children are nurtured so that they meet their full potential. They move confidently around the playrooms choosing from the easily accessible resources. The childminder’s interaction with children is very warm and caring. Children feel secure and confident to tackle new challenges because of the excellent level of support she provides. The childminder is skilled in engaging the children and motivating them. For example, by offering new experiences such as messy play to younger children. The childminder is very gentle in her approach, encouraging without pressuring children to engage briefly in the hope that the child will feel confident to try the activity another time.

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and outcomes for children

The enabling environment engages children in active learning, whilst building on what they are familiar with and their current interests, such as painting. The children like to use a variety of materials and tools when painting. For example, using buckets of water and large brushes the children paint the outside of the building and the paving. Some enjoy covering a large area as quickly as possible, others use their creativity to paint recognisable pictures. This is often a spontaneous activity suggested by the children that enables them to explore a number of areas of learning. The childminder's involvement means children are challenged and learning opportunities are created. Children have many opportunities to extend their learning because the childminder supports them in developing their critical thinking by asking open questions that help them to solve problems. Children sustain interest in their play and actively encourage the

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and outcomes for children

The childminder is knowledgeable about each child’s abilities and what they enjoy doing. She helps children to develop understanding of other people’s thoughts and feelings and how to cooperate with one another. They learn to take turns and are encouraged to be polite to one another saying ‘please’ and ‘thank you’. She encourages children to be physically active, independent and inquisitive learners This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and to develop skills that will contribute to their future economic well-being. Children are developing effective communication skills, are being introduced to mathematical language and thinking through everyday counting and sorting. Children have opportunities to develop an awareness of technology using a variety of cause and effect toys and progressing to operating video players and computers.

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and outcomes for children

Children are actively encouraged to make choices about what they want to do each day and help with future planning by suggesting and agreeing further activities. They have an understanding of healthy eating and freely help themselves to drinking water from their individually labelled cups. They play outside in all weathers to develop body awareness and control. The childminder consistently uses appropriate behaviour management strategies, including praise, explanation and encouragement, resulting in children showing good behaviour and knowing what is expected of them. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1 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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