Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY411376 Inspection date 10/01/2011 Inspector Lynn Clements

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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 is registered to care for a maximum of four children under eight years at any one time, two of whom may be in the early years age group. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is currently caring for one child in the early years age group.

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Description of the childminding

The childminder lives with her husband and two young children aged two and eight years in a residential area of Hitchin, Hertfordshire. The ground floor of the premises, along with two bedrooms on the first floor, is used for childminding and there is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder 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 satisfactory.

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The overall effectiveness of the early years provision

The childminder has a sound knowledge of each child and this helps her to meet their care needs. However, systems to monitor the children's learning and share this information with parents is currently limited. Children are safe and secure, although risk assessments do not fully reflect how potential hazards are minimised. The childminder builds partnerships with parents and carers and when appropriate other settings to make sure that the needs of all children are met, along with any additional support needs. The childminder demonstrates through discussion that she has development ideas for her service and that she responds to service users. However she does not at this time undertake regular self-evaluation to ensure sound continuous improvement for the future.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 plan and organise systems to ensure that every child receives a challenging learning and development experience that is tailored to meet their individual needs, this is with particular reference to linking observation, assessment and planning to the Practice Guidance for the Early Years Foundation Stage (learning and development). 25/01/2011

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further?

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

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further?

 re-appraise risk assessments to ensure that all potential hazards are clearly identified, for example look at how children are prevented from leaving the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 premises unescorted  develop a system of self-evaluation and ongoing internal review, assessing what the setting offers against robust and challenging quality criteria, for example the Ofsted self-evaluation tool  develop opportunities for parents to share their child's learning records enabling them to work in partnership to support children's achievements and well-being.

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the early years provision

The childminder has undertaken safeguarding training. She knows how to make a child protection referral should she have a concern about a child in her care. The childminder understands about the importance of Criminal Record Bureau checks for all persons over the age of 16 years living in her home. Risk assessments and daily checks are carried out on all child accessible areas. However, whilst the childminder details how some potential hazards are minimised, such as having a clear fire evacuation procedure, smoke alarms and a fire blanket, other potential risks, such as how children are prevented from leaving her property unescorted, are not detailed. The childminder has completed required training, including paediatric first aid. This provides her with sufficient information to support children and ensure that they are cared for appropriately in the event of an emergency. The childminder has devised a suitable range of policies and procedures which are

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the early years provision

personal to her setting. She shares these with parents and implements them in practice in order to support the smooth running of her setting and provide acceptable outcomes for the children. All records and documents required by legislation are in place and maintained appropriately.

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the early years provision

The childminder has a sound range of resources and toys. These are organised in storage boxes placed on the living room floor enabling children and babies to access the contents independently. There is no bias in the childminder's practice in relation to gender, race or disability and she strives to provide an inclusive environment. The childminder speaks two languages fluently and has clear ideas about supporting children with English as an additional language. In addition, time is taken at visits prior to placement to find out about home cultures and religious beliefs. The childminder then uses this information to reflect difference in her setting and organise celebrations and activities which reflect the children's backgrounds. The childminder currently has no children on roll attending other settings. The childminder develops satisfactory partnerships with parents, taking the time to find out about the individual needs of their child, for example allergies

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the early years provision

or medical requirements. This enables her to provide appropriate care for each child. The childminder engages in some reflective practice, for example thinking about how she can improve her service by introducing daily diaries. She also responds to user needs, for example providing short notice care enabling parents to respond to changes in work patterns. However, attention to ongoing and robust evaluation of her provision is currently limited. This potentially impacts on the childminder's ability to make sure that her setting continues to build on existing practice and make continuous improvement in the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children enjoy playing in the childminder's home. They move around freely and are beginning to learn about caring for each other. With gentle reminders from the childminder, children learn about sharing and taking turns with different toys. On the whole their behaviour is good and babies show that they are settled and content in the childminder's home as they interact warmly with her. Children begin to learn about mark making, for example as they explore with aqua pens on mats, looking up for approval when they create a shape or line. They start to learn about simple information communication technology as they explore battery operated toys, such as tills. They concentrate as they press the different buttons and show great interest when the childminder presses the button which makes the money drawer pop out. Children enjoy solving problems and matching shapes as they work out where different parts of the puzzle fit or which shape posts into the

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and outcomes for children

The childminder provides opportunities for the children to learn about the wider world around them, for example taking trips to the local park where they can use apparatus on a larger scale than is possible indoors. These trips enable the children to develop their physical skills, such as balance and coordination. In addition they are able to build on their developing social skills as they meet and greet new friends at the local toddler groups. The childminder understands about the importance of observation, assessment and planning in relation to children's learning and formative years. She makes regular photographical observations of children as they play and learn. However, as yet this information is not used consistently to plot progress towards the six early learning goals, identify children's next steps for learning or to inform future planning. This potentially impacts on the childminder's ability to ensure that all play opportunities challenge children

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and outcomes for children

effectively to build on what they know and can do. In addition, opportunities to share children's individual learning records with parents are limited, impacting on the childminder's capacity to fully reflect or take into account learning that happens in the home. The play space has been organised into different areas, for example dining area, sleeping area and play area and as children move around they are able to rest or be active according to their individual needs.

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and outcomes for children

Emphasis is placed on healthy eating and the childminder plans menus which take account of children's individual dietary needs and respects parents wishes. She is compliant with the local environmental health requirements and ensures that work surfaces and areas used by the children are kept very clean. There are clear nappy changing procedures in place, for example the use of disposable gloves and antibacterial spray to help prevent cross-contamination. The use of safety equipment, such as stair gates and buggies helps to keep the children safe both inside and whilst enjoying trips in the local area. Children learn how to keep themselves safe, for example how to use cutlery with care and how to cross the road safely whilst out and about. 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 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 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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