Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number 129941 Inspection date 10/12/2010 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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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 1990. She lives with her husband and two adult children in Borhamwood, Hertfordshire. Her husband and adult children are registered as assistants. The ground floor is mainly used for childminding and a bathroom upstairs. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time. She is currently minding six children, all of whom attend at various times during the week. She is registered with Ofsted on the Early Years Register and the compulsory part of the Childcare Register.

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Description of the childminding

The childminder belongs to the Jolly Tots childminding group and co-works with another childminder at the same address. She attends age appropriate groups and walks to local parks. The family have a hamster as a pet.

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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's experience allows her to meet effectively the learning and development needs of the children in her care. She knows the children well and understands the importance of treating each child as an individual. She works closely with parents and they share valuable information that promotes children's welfare. She liaises with other providers where children attend to ensure consistency of care and that individual needs are careful monitored. She reflects on her practice and recognises how to bring about some improvement that benefits the children.

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further?

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

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further?

 develop planning and assessment systems to demonstrate how these match the expectations of the early learning goals and how this information is used to inform children's next steps in their learning  develop further the culture of reflective practice, self-evaluation and informed discussion, to identify the settings strengths and priorities for development that will improve the quality of provision for all children, with particular regard to the organisation of documentation.

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the early years provision

The childminder has a very good understanding of her role in safeguarding children. For example, recent training ensures her knowledge and relevant This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 documentation is up to date. Information gained from training is shared with all co-minders and any students present. Consequently, all those who work with children clearly understand their role in safeguarding children. Positive steps are taken to ensure all adults within the home are suitable to be in contact with children. She dedicates the ground floor of her home to the care and learning of the children and ensures all areas are safe and secure. In addition, age appropriate activities ensure children learn how to keep themselves safe, both indoors and out. She has a good understanding of the importance of regular risk assessments of the home and garden to ensure children's safety. Outings are assessed for there

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the early years provision

The childminder has made a good start on her self-evaluation process. She has identified areas to develop such as promoting healthy eating and personal hygiene more effectively. She has included parents' views in the self-evaluation and has acted on their suggestions, such as, the use of diaries for younger children. She has addressed the recommendations made at the last inspection, such as, ensuring details of all co-minders and assistants are appropriately maintained and by ensuring the children make more regular outings which include visits to a children's centre. All required documentation is mostly in place although the volume of documentation maintained, means that some documentation is at times difficult to locate. The wide range of resources are well maintained and are occasionally rotated within the Jelly-Tots group to meet children's needs. Inclusion and diversity is mostly well supported as the childminder has a good knowledge of each child's

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the early years provision

background and needs. For example, key words in languages spoken at home are well known and used so that all children can actively express their needs.

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the early years provision

There is a good partnership with parents offering flexible care. She works closely with them to ensure children's needs are effectively met. For example, information about the children is gathered through detailed 'all about me' documents, the use of care diaries and learning journals as well as informal discussions, ensure continuity of care. She has a very good understanding of how to support children with some specific needs through the close partnership with parents. She liaises with other providers where children to attend, to ensure progression and continuity of care and learning for individuals.

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and outcomes for children

The children are happy and relaxed when with the childminder who is warm and affectionate. She works closely with her co-childminder and their attention is focussed on the children's enjoyment. Resources are organised to allow for spontaneous play. They are fit for purpose and are able to support children's learning and development, although on the day of inspection the wide volume of resources set out meant that some children found this distracting. Children's starting points are well known to enable children to settle well and planning is flexible. The childminder and her co-childminder are reviewing their planning so that they reflect on children's ongoing interests so that individual groups of children are positively considered when planning activities. However, the next This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 steps in children's learning are not always identified and some assessments of

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and outcomes for children

activities are not always matched to the expectations of the early learning goals. Activities are adapted to ensure all children of different abilities can fully participate. In addition, pictorial books of resources available are actively used to ensure all children are able to choose their favourite items.

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and outcomes for children

Children thoroughly enjoy sharing pictorial books obtained from the National Childminding Association, they regularly read stories and older children visit the library. This supports children's language development, their interest in books and that text carries meaning. Children develop counting skills through a variety of activities and daily routines, for example, they sing number songs and carry out baking activities. They freely play with construction bricks, enjoy exploring musical instruments, 'typing' on a keyboard and imaginative play within the kitchen play area. Completed art work which encourages children's creativity as well as pre- writing skills adorn the windows, doors and window ledges. Children are able to take home their individual art work to share with their families which successfully promotes their self-esteem. In addition, they enjoy creating artefacts such as cards and paintings for special occasions, such as, Hanukah and Christmas. All children

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and outcomes for children

especially enjoy singing which is positively supported through the use of props. For example, children are provided with hand made stars mounted onto holders, this ensures the popular song of 'twinkle, twinkle, little star' is thoroughly enjoyed by even the youngest child. The childminder and her co-childminder are attentive to the children at all times. They provide support and guidance to all children and show a positive interest in everything they do and say. Children behave well because the childminder has a positive approach to behaviour management. Continual praise ensures children feel good about themselves and their achievements. Consequently, children develop a positive attitude to learning.

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and outcomes for children

Children learn about the wider world through play resources such as books, dolls and imaginative play. Outings to places of interest such as 'Pets world' and the children's centre ensure they learn about the local community and are able to socialise with others of a similar age. Children develop a positive attitude to leading a healthy lifestyle and exercise as they play in the garden daily, where they can practice their physical skills on wheeled toys and low-level climbing frames. In spring and summer they enjoy gardening and water play. Children's health is promoted by ensuring that the environment is kept clean and hygienic. The childminder works closely with parents to ensure that children's dietary needs are known. Meals are social occasions with children sitting in high chairs or at a low level table, weaning and independent skills are effectively supported. Children are able to rest or sleep according to their needs and parents' wishes.

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and outcomes for children

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 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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