Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY346955 Inspection date 09/02/2011 Inspector Jane Mount

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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 January 2007. She lives with her husband and two children aged four and six years. The property is situated in Abbots Langley, Hertfordshire and is close to all local amenities, including shops, parks and schools. All areas of the premises are included in the registration, although the ground floor is generally used for childminding purposes. There is a fully enclosed rear garden available for outdoor play.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. She is registered to care for a maximum of four children under eight years at any one time, with no more than two children in the early years age group. The childminder currently has nine children on roll, three of whom are in the early years age group. Children attend for a variety of sessions, including before and after school and during the school holidays.

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Description of the childminding

Overnight care is not included in the registration and the family have two rabbits, two guinea pigs and a small tank of fish as pets. The childminder is a member of the National Childminding Association (NCMA). She is an active member of a local childminding support group.

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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

Excellent partnerships with parents contribute significantly towards the childminder's knowledge of children's individual needs. She has high regard for the well-being of children and has effective systems in place to ensure they are safeguarded and their welfare is protected. The childminder provides a varied selection of play and learning experiences to enable children to make good progress in their learning, with systems for effectively planning the next steps in children's learning not yet fully developed. Some processes for monitoring the quality of the service provided are in place and a system of self-evaluation, to more effectively evaluate the setting to ensure continued improvement, is in the early stages of development.

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further?

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

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further?

 develop further observation and assessment systems and use these more effectively to plan the next steps in a child's developmental progress  develop further a quality improvement system, such as self-evaluation, to more effectively monitor and extend effective practice to ensure continued improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is safeguarded as the childminder has a secure knowledge and understanding of how to protect children from harm. She has an informative safeguarding policy in place, along with child protection guidance leaflets, publications and contact information. She regularly updates her safeguarding knowledge through attending appropriate training and ensures all household members have had relevant background checks completed. The childminder has a clear understanding of issues relating to safety and children are cared for in a safe and secure home. Close supervision by the childminder and ongoing visual assessments ensure the environment remains safe. Written risk assessments are also in place which clearly identify potential hazards and detail how they are minimised to keep children safe.

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the early years provision

The childminder has worked hard to develop a secure knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage and this is reflected in her practice. Documentation required for the safe and efficient management of the setting and to meet the needs of children is in place and informative. Children benefit from a childminder who is keen to develop her practice and strives to provide a high quality service. She understands the importance of professional development and has attended many early years short courses and workshops, while identifying further training she wishes to complete to further enhance her practice. She also has plans to complete a childcare qualification in the very near future. The childminder has some systems in place to evaluate the quality of her setting and is aware of her key strengths and the areas she wishes to develop further. She seeks feedback from parents and children and

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the early years provision

regularly reviews and updates documentation, such as, policies and children's records. A system of self-evaluation to more closely monitor and evaluate the childminder's practice and ensure continuous improvement has been introduced, although this is still in the early stages of development.

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the early years provision

The childminder effectively organises her time, with the daily routine planned around the needs of individual children to ensure an inclusive and enabling environment is provided. Children and their families are valued and appreciated and the childminder provides a welcoming environment to all. New parents receive a welcome pack, and an informative portfolio is also used to share information about the childminder and her setting. Parents' views about their child's needs are actively sought before the child commences and on a regular basis throughout their time with the childminder. Effective settling-in procedures ensure children settle quickly and feel secure in the childminding environment. Well-established and purposeful relationships with parents significantly contribute to children's well- being and ensure children's care and learning needs are fully promoted. The childminder works in partnership with others. She has developed links with a local

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the early years provision

children's centre and is an active member of a childminding group, sharing ideas and knowledge with other childminders. She shows a positive attitude and awareness to liaising with other early years settings delivering the Early Years Foundation Stage, including the school which children in her care attend, to ensure continuity in children's care and learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children have an enjoyable time in the childminder's care and participate in a varied range of activities and play experiences which cover the six areas of learning. The childminder monitors children's development through regularly observing and assessing them. Children's individual learning journals show how they are making good progress in their learning, although systems to show how the next steps in a child's learning are effectively planned for are not yet clearly defined. There is a mixture of adult-led and child-initiated play and the childminder knows the children in her care well, using this information to support them in their learning.

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and outcomes for children

The indoor and outdoor environments are used to promote children's play and learning, and regular visits to toddler groups enhance children's opportunities to develop social skills and become creative and independent thinkers. Children's independence is encouraged, with the home environment organised so that resources are at child height and easily accessible. Children confidently make independent choices in their play and engage in activities, seeking out their favourite toys and books. Their language and communication skills are promoted as the childminder effectively supports children in their play, engaging them in conversation. Regular story times also support children's early communication skills and they enjoy listening to stories and looking at books with the childminder. Children respond well to open-ended questions, which help them to think, and are able to confidently count how many birds are in the picture when listening to

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and outcomes for children

The childminder promotes a positive awareness of diversity and children are beginning to gain some understanding of the wider world. They enjoy making lanterns and eating noodles with chopsticks when learning about Chinese New Year or talking about the weather in other countries and finding Australia on a map of the world. Children learn about the local community through outings, such as, visits to the local library to choose books. They participate in regular visits to the local shops and enjoy taking it in turns to pay for items. Children learn about the environment, such as, when they talk about recycling or grow vegetables in the garden. Children are beginning to recognise colours and their counting skills are encouraged, such as when they sing songs that incorporate numbers. Children's creative skills are fully promoted and they have regular opportunities to experience a variety of art and craft activities and use a varied range of mediums. They

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and outcomes for children

develop a strong sense of achievement and belonging as their artwork is highly valued and many pieces are displayed.

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and outcomes for children

Effective strategies are implemented by the childminder to promote children's health. Good hygiene practices are followed by the childminder to minimise the risk of cross-infection. Children are learning how to stay healthy. They know they must wash their hands after visiting the toilet and before eating, and enjoy singing the 'wash those dirty hands' song. Children participate in a varied range of activities which positively contribute to their good health and physical fitness. They go for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 regular walks, play in the garden and visit a children's park. Children are learning that exercise can be fun and particularly enjoy making obstacle courses in the garden or participating in music and movement sessions. The childminder follows a healthy eating programme and children are provided with nutritious food choices. Their dietary requirements are discussed with parents to ensure individual dietary

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and outcomes for children

needs are catered for appropriately. Children eat a variety of healthy foods and, through their play, learn about the benefits of healthy eating as they talk about fruit and vegetables being good for their body.

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and outcomes for children

The childminder is a positive role model and secure relationships between her and the children she cares for enable children to feel safe and valued in the childminding environment. Children's safety is protected and they are developing a good understanding of how to keep themselves and others safe. When out walking, they discuss road safety and know they must hold the childminder's hand or the buggy and cross at the zebra crossing when walking to and from school. The childminder has an emergency fire plan in place and children participate in regular fire drills, receiving certificates when they have taken part. They are very proud of these. Children's behaviour is managed well and regular praise and encouragement from the childminder develops their self-esteem. Through discussion, they learn how to behave well as they learn simple house rules, such as, sharing and taking turns. 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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