Childminder in HertfordshireOfsted inspection, 26 Jan 2011

Inspection report for early years provision

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Unique reference number EY403255 Inspection date 26/01/2011 Inspector Kelly Eyre

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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 January 2010. She lives with her partner and two children aged three and 10 in Letchworth, Hertfordshire. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outdoor play. The family has two cats. The childminder is able to take and collect children from local schools and pre-schools.

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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 two children in the early years age range and is currently minding three children in this age group, all of whom attend on a part-time basis. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently two children on roll in this age group.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder demonstrates a comprehensive knowledge of the Early Years Foundation Stage and a thorough understanding of each child. This ensures that children's needs are always met and they are offered a wealth of activities that successfully promote their learning. The childminder's commitment to her work and her professional approach to this enables parents to feel confident in her. Excellent communication procedures support the ongoing exchange of information about children and thus promote the provision of consistent care and support. The childminder conscientiously monitors and reviews her work, enabling her to gain a comprehensive overview and prioritise improvements, thereby maintaining a service which is highly responsive to the needs of children and their families.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 improving further the systems for organisation of the setting by continuing to develop the use of self-evaluation to support ongoing improvements.

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the early years provision

Children's welfare is prioritised and is very well promoted because the childminder has an excellent understanding of her responsibilities relating to safeguarding children. This is supported by thorough written procedures and a wealth of additional information, enabling her to identify children at risk and take immediate action. The childminder ensures that all suitability checks have been completed for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 household members, further promoting children's welfare. Exceptionally thorough risk assessments and conscientious daily safety checks ensure that children's safety is promoted at all times. Children demonstrate a mature understanding of taking responsibility for their own safety and that of others. For example, they discuss issues such as road safety and the dangers of fire, participating in quizzes and accessing relevant child-friendly resources, such as books, which gently

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the early years provision

Each child is respected as an individual. The childminder has an excellent understanding of issues relating to anti-discriminatory practice, actively using an inclusion checklist and additional supporting information to ensure that her practice is inclusive for all children. Her thorough procedures for gathering information about children mean that she builds up an excellent understanding of each child's background, culture and needs. This supports her in planning activities and ensuring that children are always offered appropriate support. Children feel valued and their self-esteem is promoted because they are encouraged to respect each other and are fully involved in decision making. The childminder's exceptionally positive relationships with parents and carers support the exchange of information and mean that parents are fully informed of their children's progress and activities. For example, they receive monthly newsletters and daily updates in communication

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the early years provision

diaries. Consistency of care is further promoted as the childminder has established purposeful working relationships with others providing care for the children. For example, she exchanges information with the pre-school so that they can work together to ensure that children are offered consistent support.

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the early years provision

The childminder sets high standards for her childminding practice. She demonstrates a very genuine desire to provide high quality childcare and is exceptionally motivated to further develop her practice and thereby improve the outcomes for children. She actively seeks feedback from parents, children and other professionals in order to support the continuous review of her practice. The childminder's honest approach to self-evaluation enables her to identify any weaknesses and prioritise improvements. Although the childminder has a clear vision for the future, the self-evaluation process is not yet used to the utmost to inform the overall review of practice. The childminder utilises all resources exceptionally well. The play areas in her home are well organised, with an extensive range of accessible resources, enabling children to make independent choices. She also uses a wide variety of community resources, such as the toy

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the early years provision

library, children's centre, museums and parks in order to offer children further opportunities.

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and outcomes for children

Children thrive and make excellent progress because the childminder has a comprehensive knowledge of the Early Years Foundation Stage and provides a highly stimulating environment. She implements thorough assessment procedures, actively using the information gained from these to ensure that activity planning is well targeted to promote children's individual development. Children play an active part in all aspects of this setting. They are encouraged to express themselves and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their opinions are genuinely valued. For example, they state their preferences with regard to activities and are involved in the planning of these. The childminder takes time to get to know children. This means that she is aware of their needs and interests and includes these in the planning, ensuring that children's development is promoted and they are offered a rich and varied range of

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and outcomes for children

Children show a strong sense of security and their behaviour demonstrates that they feel safe. Children of all ages show high levels of independence as they choose their toys and resources and organise their play. The childminder's thoughtful procedures mean that children's self-esteem and sense of belonging are promoted. For example, new children receive a welcome pack, which includes photographs of the other children and an illustrated example of the daily routines. The childminder's excellent partnerships with parents and carers mean that she is able to offer appropriate support to children who have special educational needs and/or disabilities and those who speak English as an additional language.

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and outcomes for children

The childminder's vigilance and her good use of resources help to captivate and maintain children's interest. For example, young children settle down to read a book with the childminder and soon become engrossed in this; they discuss the different sea creatures illustrated, talk about aquariums owned by family members and lace cards depicting the sea creatures. Children show an excellent understanding of the relevance of healthy lifestyle practices. For example, their understanding of healthy eating is promoted as they participate in cooking activities, discuss healthy options and update their own 'five-a-day' charts.

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and outcomes for children

Children's emotional development is promoted as they develop secure, trusting relationships with the childminder and their peers. Their behaviour is exemplary and they show an excellent understanding of the expected standards of behaviour as they organise their play and readily share the resources. The childminder acts as an excellent role model, listening attentively and modelling good manners. Children respond positively to this and show a mature sense of responsibility. This positive environment therefore supports them in developing skills that they will use in future life. All children are valued as individuals and participate in a wide range of meaningful activities that help them to value diversity and understand the cultures and lifestyles of others. For example, they have worked together to carry out their own research and make a book, which looks at their own homes then goes on to examine different dwellings and communities around the world.

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and outcomes for children

Children's enjoyment is enhanced and their learning promoted as the childminder makes additional resources. For example, young children choose a nursery rhyme sack and thoroughly enjoy selecting the creative props and puppets, singing the appropriate rhymes and going on to use the puppets in their role play. Children of all ages have numerous opportunities to explore the uses of information and communication technology and thus gain further skills for the future. For example, older children use the computer to carry out research, whilst younger children use light-up toys, keyboards and interactive activity centres. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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