Childminder in HertfordshireOfsted inspection, 9 Feb 2011

Inspection report for early years provision

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Unique reference number EY411848 Inspection date 09/02/2011 Inspector Gyatri Rupal

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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 and three children aged four, six and nine years in Ware, Hertfordshire. The whole of the ground floor and a master bedroom is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take children to and collect them from local schools and pre-schools. The family has a pet rabbit.

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Description of the childminding

The childminder is registered to care for a maximum of three children under eight years at any one time, of whom no more than one may be in the early years age range. There are currently five children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. 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 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 is confident in her knowledge of each individual child's likes and dislikes and provides them with an inclusive service. There is a range of interesting and enjoyable activities available for children and this helps them progress towards the early learning goals. Positive partnerships have been developed with parents and other professionals, which help to promote the children's welfare and learning. This is the first inspection the childminder has experienced. She is keen to develop aspects of her work to ensure continual improvements.

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further?

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

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further?

 ensure that a full risk assessment is carried out for each type of outing organised for the children (Safeguarding and promoting children's welfare). 09/02/2011

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further?

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

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further?

 use a self-evaluation and quality improvement process as the basis of ongoing internal review to further promote continual improvement in the services provided  ensure that the risk assessment covers anything that a child may come into contact with  reorganise the play resources to ensure that children can have independent access to play resources to make choices for their play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder implements most policies and procedures effectively to promote children's welfare, safety and learning. She is able to protect children from harm as she has a clear understanding of the Local Safeguarding Children Board procedures and is alert to signs and symptoms of abuse. Safeguarding policy and procedures are shared with the parents to ensure they understand the adult's duty to safeguard children. All adults within the provision have undergone appropriate vetting procedures, which further promote children's safety. The childminder supervises children all the time to ensure children are safe in her care. Daily risk assessments are conducted of the premises and some outings children take part in. However, risk assessments are not fully effective, as they do not cover everything with which a child may come into contact and full risk assessments are not conducted for each type of outing, which is a breach of a specific legal

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the early years provision

The childminder is very caring and friendly with the children, and this helps them to feel safe and secure in the setting. The childminder ensures that all of the children have the same opportunities and raises their awareness of diversity and individual differences through discussions and some play resources. Written plans are in place which incorporate all areas of the children's learning and development. Regular observations and evaluations are linked to the early learning goals and to the practice guidance. These help the childminder to plan appropriate activities and support the next step of the children's learning. However, the organisation of play resources does not allow children to select their own activities and make independent choices for their play.

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the early years provision

Policies and procedures are shared with parents on initial contact and provide a basis for the care arrangement. The childminder gathers and uses this information about the children's individual care needs to help them settle. Daily information about the child's activities and any special achievements are shared with parents and other early years professionals involved in working with the children. This enables continuity of children's care and development. The childminder is beginning to reflect on her practice and has focused on her strengths and some of her weaknesses. However, her self-evaluation process is not yet robust enough, as it does not provide for a clear action plan to improve her weaknesses.

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and outcomes for children

Children enjoy a range of activities which are available to them. They share a warm relationship with the childminder which helps them feel a sense of belonging. The childminder ensures the planned activities are flexible and based on the children's interests. She ensures children feel comfortable approaching her and telling her what activities they would like. Observation and assessment arrangements are in their early days and evolving. Each child has a portfolio relating to the Early Years Foundation Stage areas of learning. The childminder has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 begun to develop an observation system with children's samples of work. She uses the observations to plan the next steps of the children's learning, which ensures the children progress towards early learning goals.

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and outcomes for children

The childminder involves herself with children's play, asking appropriate questions to help them develop their learning. Children's understanding of problem solving, numeracy and reasoning is fostered well through play. Children gain confidence in counting, and in recognising shapes and colours. For example, children enjoy counting their cars and the childminder asks children to count how many cars are the same colour. Children learn about sizes and shapes as they cut their sandwiches into different sizes. They work out if they have four pieces, how many pieces of sandwich they need to cut to make six pieces. This helps develop their problem-solving skills. Books are introduced during daily activities and children enjoy sharing these with the childminder.

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and outcomes for children

Children have satisfactory opportunities to make marks and draw using a variety of resources. Children's language is further developed as the childminder introduces new vocabulary and words during their play. For example, the childminder places two cards on the floor to help children understand the difference between nearest and furthest as they race their cars with each other. This also helps children to recognise that words have meaning. Children learn to play together and socialise and the childminder talks to them about sharing resources. Children learn about diversity through a suitable range of play resources and planned activities. They have opportunities to explore the local environment. For example, they regularly visit the local library and toddlers group, where they have various opportunities to takepart in messy play which develops their creative and social skills. Children learn about nature as they talk about cold weather and begin to understand about

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and outcomes for children

respecting the childminder's pet rabbit. Children play well with each other and their good behaviour is supported by the childminder praising them for their achievements. This helps promote their self-esteem and confidence.

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and outcomes for children

The children's awareness of keeping themselves safe is developed through practical activities and discussion with the childminder. Children regularly practise the emergency evacuation procedure and this enables them to understand what action to take if there is an emergency. Children learn how to use the equipment and toys safely. Suitable procedures are in place to prevent the spread of infection and children follow appropriate hygiene routines. Children are learning about healthy lifestyles and developing their independence as they prepare their own sandwiches using fresh salad such as tomatoes, cucumber and carrots. They enjoy fresh fruits for pudding. The children have daily access to a rear garden where they play games and use a range of play equipment which helps them develop their physical skills. Children acquire basic skills in operating a variety of programmable toys to develop their understanding of how technology can help

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and outcomes for children

them in their everyday lives. Overall, children develop appropriate skills in literacy and numeracy that will support their future learning. 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 3 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 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 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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