Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY403667 Inspection date 19/07/2010 Inspector Maura Pigram

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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 assesses 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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2009. She lives with her husband who is an occasional assistant and their two children age six and four years. They live in South Oxhey, close to schools, play areas and local amenities. The whole of the childminder’s home is used for childminding, the bathroom is on the first floor and a bedroom is used for sleep and rest purposes. There is a fully enclosed garden for outside play. The family has no pets.

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Description of the childminding

The childminder is registered on the Early Years Register and on the compulsory part of the Childcare Register. She is registered to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently caring for two children from 11 months to four years who attend at various times. The childminder takes children to local parks, the library and age-appropriate groups. She takes and collects children from local schools and nurseries. 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

The childminder recognises the uniqueness of individual children and takes positive steps to ensure children's interests are well known. This enables children to settle well and enables her to effectively meet their individual welfare and development needs. She works closely with parents and they share valuable information that promotes children's welfare and learning. She has a good understanding of how to promote diversity and equality of opportunity. She adapts activities so that every child can enjoy a range of experiences that meet their developmental needs. The childminder reflects on some aspects of her practice and is committed to developing her practice.

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further?

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

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further?

 develop further a culture of reflective practice and self-evaluation to identify strengths and priorities for development that will improve the quality of provision for all children  develop a regular two-way flow of information between providers where children attend.

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the early years provision

The childminder is passionate about her work and loves her role as a childminder. This is evident in the positive interaction she has with the children. She This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 demonstrates a commitment to developing her knowledge of the Early Years Foundation Stage requirements. For example, she regularly attends childminding groups where good practice is shared and information from supporting outside agencies is actively sought. The childminder has a good understanding of safeguarding issues which promotes children's welfare. Detailed risk assessments help her minimise any potential hazards, the home and garden are welcoming to children. This, along with thorough risk assessments for outings and suitable supervision, means children are as safe as possible at all times.

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the early years provision

The childminder carefully maintains a comprehensive set of policies and procedures. The information gathered and discussed with parents includes details regarding all aspects of children's care and learning needs, including their starting points and interests. This, along with a close partnership with parents, contributes to children feeling secure and fully included. Daily discussions and the sharing of informative assessment books enables parents to be fully involved in their children's learning and to feel valued. The childminder is mindful of gathering information other provisions provide such as nurseries through the reading of displays such as current planning. She is yet to develop this relationship with the other professions providing care and education so that individual progression and continuity of care can be shared.

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the early years provision

Resources are of good quality and are used well to support children's learning and development. All children including babies are included in activities and a good balance of home-time experiences as well as visits to appropriate children's venues such as the Sure Start pre-school groups are planned. The childminder recognises the value of continuous quality improvement and how this can impact on children's achievements. She has identified some aspects to develop such as planning and assessment and is intending to book onto a training course to enhance her knowledge. However, she has yet to identify further strengths and priorities for development such as including the views of the parents in the process.

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and outcomes for children

Children are very settled and enjoy their time with the committed childminder. She is very attentive and knows the children well so that their needs are effectively met. They make good progress towards the early learning goals because the childminder takes time to get to know each child. A questionnaire provided to parents on registration enables her to plan activities according to children's different abilities and preferences. As a result, children and their families feel warmly welcome and fully included. Planning is flexible and the childminder is making good progress with observations and assessments. As a result, children are provided with an interesting balance of adult-led and child-initiated play which supports achievable challenges across all areas of learning.

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and outcomes for children

The children are confident and relaxed with the childminder who is interested in what they say and do, she is warm and affectionate. Her attention is focussed on the children's enjoyment. The environment is well organised to allow them to choose freely from the wide range of toys and resources on offer, these are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 rotated so that children are always interested and motivated to learn. In particular, children enjoy imaginative play which is effectively supported by the childminder so that language skills and curiosity is promoted. For example, during a game of pirates, effective interaction and the provision of interesting resources such as textured materials to represent rivers and rocks means children make connections in their learning. Children learn important social skills for the future such as sharing and taking turns while playing games. They have plenty of free choice and respect

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and outcomes for children

for the environment is encouraged. Children learn acceptable behaviour because the childminder sets clear boundaries, offers praise and calmly explains the reasons for her requests. This helps children develop a positive attitude to learning.

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and outcomes for children

Photographs show that children have many opportunities to develop skills across all the areas of learning. For example, they paint and create art and craft models such as monster pots, they plant seeds and are helped to care for their sunflowers and vegetables. Early problem solving and numeracy skills are effectively supported during their play such as the construction of Lego models, train tracks and the completion of giant jigsaws outdoors. Younger children's skills are very well supported as they are provided with a range of resources suitable for their age and stage of development such as treasure baskets and interesting shape sorters. Dressing up with various costumes and materials, playing pirates and having tea parties all encourage imagination and help children learn about their world in a safe environment. Regular library visits and daily stories encourage a love of books and reading. Visits to age-appropriate groups give children the

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and outcomes for children

opportunity to socialise and to learn about the world around them. During these times they take part in events such as hand printing or tee-shirt printing. Safety awareness is promoted at all times and in particular when walking to and from school.

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and outcomes for children

Children develop positive attitudes to exercise. They play regularly in the garden where they enjoy imaginative play with the child-height gazebo. It regularly becomes a castle, a cave or a shop. Local parks are visited where children can practise their physical skills. Younger children's emerging physical skills such as crawling and standing are well supported and positive steps are taken to ensure small toy parts are kept away from the younger children. Babies' and young children's good health is effectively promoted through consistent routines that help prevent the spread of infection. The childminder works closely with parents to ensure dietary needs are met; this ensures an effective continuation of care between all parties. 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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Early Years Foundation Stage

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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