Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY411764 Inspection date 05/01/2011 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 2010. She lives with her husband, an adult child and children aged 14 and 10 years in North Watford, Hertfordshire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a pet dog.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage, who attends full time. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. 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's experience and qualification allow her to meet effectively the learning and development needs of the children in her care. She knows each child well and ensures they are settled and fully included at all times. She is very well organised and committed to improving the outcomes for children. She is beginning to reflect on her practice and recognises how to bring about improvement that can benefit the children. She works very closely with parents and they share valuable information that promotes children's welfare and learning.

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further?

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

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further?

 review the culture of reflective practice so that it includes children's views and that of their parents or carers and use this to identify the setting's strengths and priorities for development that will improve the quality of provision for all children  update the record of risk assessment to include any assessments of risks for outings and trips.

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the early years provision

The childminder is passionate about her work with children, she is very well organised and plans the day around children's individual needs. She shows commitment to developing her knowledge of child care and education such as the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 completion of an early years qualification and regularly attending purposeful short courses. For example, she is booked onto a course to explore inclusion and has recently updated her knowledge on safeguarding which contributes positively to children's welfare. All adults within the home are suitable to be in contact with children and parents are well informed of her role in safeguarding children.

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the early years provision

The environment is child-friendly and conducive to learning. For example, the wide range of high quality resources are well cared for and are attractively displayed in the play room. These are rotated regularly to suit children's interests and stages of development. She ensures activities are modified so that children are fully included and is beginning to look at strategies to ensure differences in learning styles are supported. She has some experience of supporting children with specific needs such as Aspergers Syndrome and diabetes. The childminder takes positive steps to ensure children are safe at all times. For example, daily risk assessments of the home and garden are recorded. Outings including walking to and from school are assessed for any potential hazards so that children are safe at all times. However, documentation to support this is yet to be developed.

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the early years provision

The childminder carefully maintains all other required documentation and has a detailed set of policies and procedures which are regularly reviewed. The self- evaluation process is in the early stages of development. Although the childminder has some awareness of aspects to develop these are yet to be clarified and views of parents and children are yet to be included in the process. Parents receive a welcome pack and a full set of policies so they can refer to them at any time. 'All about me' documents and discussions with parents ensure children's uniqueness are well known. The use of learning journals, diaries and informal feedback ensures parents are effectively involved in their children's learning and care. Parents are very pleased with the care provided and comment positively on the effective steps that are taken to ensure their children feel at home. The childminder is aware of the need to liaise with other providers to ensure

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the early years provision

progression and continuity of care and learning for individuals.

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and outcomes for children

Children are very settled and enjoy their time with the attentive childminder who is very aware of individual needs. A secure knowledge of the Early Years Foundation Stage contributes effectively to children making good progress towards the early learning goals. In addition, the childminder takes time to ensure each child is fully settled and secure. This alongside detailed information obtained from parents means that each child is fully included and that her plans reflect their differing abilities and preferences. Planning is flexible and based on children's needs, thorough observations and assessments. As a result, children are provided with an interesting balance of adult-led and child-initiated play which supports all areas of learning. Her experience in a children's centre setting means she is aware of what children can learn from the activities. For example, she creates a stimulating environment where children can feel at home and safely access resources that

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and outcomes for children

interest them. They have plenty of free choice and varied opportunities to develop skills for the future such as sharing and taking turns. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The children are confident and relaxed when with the affectionate childminder who is a natural communicator with children. Her attention is focussed on the children's enjoyment and development. For example, continually talking and singing favourite songs and rhymes to babies supports their emerging language skills. The exploration of treasure baskets provides ample opportunities for babies to develop their physical skills such as crawling and sensory play. The sharing of interactive books and the wide range available in the play room encourage a love of reading and an understanding that print carries meaning. Mark making resources, such as, a wall mounted black board and chalks are easily available for children to develop

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and outcomes for children

early writing skills. Painting and modelling with home made play dough encourages children's creative development. In addition, children are involved in the making of the play dough which develops their early mathematical skills. Ample opportunities for construction, imaginative play, board games and the completion of jigsaw puzzles further support children's mathematical development. Children are fully included at all times as activities are adapted or modified so that they can fully participate. For example, a recent calendar making activity fully included even the youngest child attending. They youngest child attending enjoyed exploring the paint using hands and fingers whilst an older child used a range of paint brushes to create the artefact.

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and outcomes for children

Lots of cuddles and laughter take place so that children are happy and enjoy learning through play. Praise is continually provided so that children develop good levels of self-esteem. As a result children behave well and develop positive attitudes to learning. Babies are actively encouraged to explore their surroundings with curiosity and interest. For example, they love exploring a range of household items in a treasure basket. They delight in feeling the various textures and exploring a light tube which is very well supported by the childminder who intuitionally plans for the next stage in their learning. Purposeful outings help children develop an understanding of diversity and the world around them. For example, they enjoy taking part in a wide range of activities and mixing with similar aged children at age-appropriate groups such as those offered in a nearby children's centre.

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and outcomes for children

Children develop positive attitudes to exercise. They play regularly in the well resourced garden which is divided into two areas to allow for free physical play. Babies and young children's good health is effectively promoted through consistent routines that help prevent the spread of infection. Nutritious meals and snacks are provided, the childminder works closely with parents to ensure dietary needs, such as, weaning are well met and there is 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 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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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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