Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY405388 Inspection date 22/09/2010 Inspector ISP Inspection

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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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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 registered in 2010. She lives with her three children aged four, seven and nine years old in Bishops Stortford, Essex, close to shops, parks, schools and public transport links. The whole of the childminder's house is used for childminding and there is a first floor bedroom for children requiring an undisturbed sleep. Children have access to a fully enclosed garden for outside play and the family has a cat.

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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 three children in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder provides a warm and welcoming environment and takes steps to promote children's welfare through established daily routines. She has a secure understanding of safeguarding procedures and is effectively meeting the needs of the children in the Early Years Foundation Stage. The childminder promotes a generally inclusive environment in which children are making sound progress towards the early learning goals. The childminder is developing an understanding of her strengths and weaknesses and has begun to self-evaluate her setting, promoting improvements. Effective links with parents help to build positive relationships and promote consistency of care.

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further?

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

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further?

 incorporate children's next steps into the planning to ensure that activities are tailored to the needs and abilities of individual children  increase opportunities for all children to self-select resources.

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the early years provision

The childminder has a good understanding of safeguarding procedures in order to protect the children in her care. For example, she has designed and written a safeguarding children policy which includes the procedures to be followed in the event of child being lost or uncollected, whilst in her care. She ensures that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 parents are consistently informed of these procedures by sharing her policies with them and ensuring that they are made aware of any updates, promoting children's welfare. Children are further safeguarded by the completion of regular risk assessments, inside the home, which includes a daily check of the areas used by children. Risk assessments are also completed for all outings that children take part in and they learn about keeping safe as they take part in the emergency evacuation drill, which is practised on a regular basis. This further protects their

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the early years provision

The childminder has a suitable knowledge and understanding of the Early Years Foundation Stage and through the friendly relationships she has developed, with most parents, she encourages them to share what they know about their children, with daily communication being fully encouraged. The childminder has not yet begun to build links with local agencies, such as, the local pre-school, because children have not been attending. However, she demonstrates an awareness of liaising with other agencies and plans to develop this area of her work once the children start attending other settings, promoting consistency and continuity of care. All children are equally welcomed into the childminder's setting regardless of their background and the written equal opportunities policy is shared with parents, to ensure that no child is discriminated against. However, although, each child is offered the same opportunities and experiences, they do not have the same access

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the early years provision

to freely chosen toys. An example of this is where resources are stored in boxes with the name of the resource written on the box. This does not promote inclusion for those children who do not speak or read English and, therefore, they are not able to self-select resources or make choices for themselves.

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the early years provision

Information about the children is recorded by parents as they complete an 'All About Me' form which asks about the children's home lives, personalities, likes and dislikes, enabling the childminder to build on their starting points. Parents are well informed of their children's achievements through discussion as well as the sharing of photographs and individual learning journeys. The childminder has taken some steps to monitor and evaluate her setting by asking parents for feedback, verbally, whilst she establishes parent and child questionnaires, to seek further evaluation. This enables her to make improvements and bring about improved outcomes for children.

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and outcomes for children

Children are settled and enjoy their time with the childminder. They make sound progress in their learning because she is supportive to their needs. Day to day opportunities are used to develop children's learning, for example, whilst in the garden a child sees a spider and this prompts vast conversation about spiders and their webs. The childminder also uses the opportunity to explain to the child how to care for creatures, such as, being gentle so as not to hurt them. The childminder completes regular observations for each child. These are linked to the Early Years Foundation Stage and the next steps in their learning are recorded in their individual learning journeys, which are shared with parents. Planning is recorded formally through long, medium and short term themes and incorporates This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the six areas of learning. However, although, the childminder records children's

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and outcomes for children

next steps in their learning, these are not used to inform the planning and therefore, activities are not effectively tailored to meet the individual needs of the children.

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and outcomes for children

Children's behaviour shows that they feel safe as they happily play alone or with the childminder. Their independence is generally promoted as most children make choices about their play and create their own games and ideas. For example, one child is playing with a small toy horse. The childminder steps in asking the child if she would like the stable out. The child then helps to build the stable and creates her own game where the horse is running around the stable and then goes to sleep. All the time she is fully supported by the childminder, prompting suggestions and encouraging the child to think further, promoting the child's learning. Children are developing their skills across the six areas of learning and are confident in their environment, therefore, actively involved in their learning. Their physical development is promoted through a range of opportunities, for example, using static equipment at the park and when visiting different toddler groups. Children

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and outcomes for children

have regular and independent opportunities to access books as these are clearly displayed at the children's height and are, therefore, easily accessible.

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and outcomes for children

Children's self-esteem is promoted as they are praised consistently by the childminder, for example, at snack time one child is praised for eating all her fruit as well as for sitting so nicely at the table. Children's sense of belonging is encouraged as they each have individual named hand towels, promoting effective hygiene practice and are given choices about which plates and cups they wish to use. Children learn about healthy lifestyles as the childminder offers freshly prepared and nutritionally balanced snacks and meals. During meal times the childminder sits with the children and uses the opportunity to develop their social skills, such as, good manners which the childminder promotes through praise and effective examples. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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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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