Hards, Helen

Inspection report for early years provision

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Unique reference number EY262759 Inspection date 25/03/2011 Inspector Susan Ennis

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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 2003. She lives with her husband and two children aged 13 and 16 years in Hemel Hampstead, Hertfordshire, close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's house is used for childminding and there is access to a fully enclosed garden for outside play. The family has a one guinea pig and two hamsters.

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Description of the childminding

The childminder supports children with special educational needs and/or disabilities and children with English as an additional language

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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 three children in the early year's age range. When working with an assistant they may care for six children in the early year's age range. There are currently ten children in this age range attending on a part-time basis. The childminder also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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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 offers an extremely safe and welcoming environment in which all children thrive and where their development is consistently promoted. Flexible planning ensures that children's interests are followed and that they enjoy their time with her. The childminder builds trusting relationships with the parents ensuring that all children's individual needs are met and a consistent approach given. Through self-evaluating her practice, the childminder gains a picture of her strengths and areas for improvement and is therefore able to make effective changes to improve the daily care and experiences for the children she looks after. She demonstrates a high commitment to her childminding and is enthusiastic about making and sustaining improvement.

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further?

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

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further?

 improve the use of information gathered about children's learning to enhance their good progress towards the early learning goals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Extremely effective safeguarding policies and procedures ensure that children are well protected. For example, the childminder and her assistant have a comprehensive understanding of child protection, having attended regular training to update their knowledge. They also have the required contact numbers in place for dealing with concerns should they arise. The childminder ensures that anyone coming into contact with the children is suitable to do so and makes sure that she is fully aware of who is collecting the children and who is parentally responsible for them. The childminder uses thorough procedures such as daily safety checks and robust risk assessments for monitoring the environment. Therefore any hazards are minimised and children are able move around freely and with confidence. Children regularly practice the emergency fire drill, receiving a card explaining what happened for them to share with their parents. The childminder also uses

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the early years provision

considerably well thought out procedures for taking the children on outings. She carries a first aid kit and a photograph album containing the children's emergency contact details, information about any allergies and their doctor's details. The album also contains information about the childminder herself so that anyone finding her and the children will realise that they are in her care.

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the early years provision

The childminder demonstrates a genuine enjoyment of her work and regularly attends further training to improve her knowledge and the outcomes for the children. She reacts positively to the inspection process and regularly seeks parents and the children's views about her practice responding to any issues raised. For example, when parents ask for the reintroduction of daily activity cards to inform them about their children's day, the childminder immediately starts the process as requested. Parents also show their satisfaction with the childminder through recorded comments such as 'You are irreplaceable'. The childminder evaluates her daily practice and makes continuous plans for the future, such as wanting to introduce an All About Me sheet to help her get to know the children more quickly at the start of the placement. She completed the self-evaluation form before inspection and now plans to use it as an ongoing tool to help monitor and

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the early years provision

The childminder has a good understanding of anti-discriminatory practice, enabling her to provide a service which is inclusive for all children and families. She works closely with parents to ensure that she understands each child's background, needs and beliefs. For example, she learns some basic words in children's home language helping them settle and feel confident. The childminder effectively helps children learn about the world in which they live by, for example, providing resources such as dolls, play figures, books and dressing up clothes that broaden their understanding. The celebrations of festivals are also built into the activity planning. For example, at Chinese New Year the children experience tasting Chinese noodles. Children are also becoming aware of the needs of others as they take part in charity events and enjoy looking at magazines linked to national charities that incorporate activities and games about, for example, healthy eating.

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the early years provision

Children's individual development is consistently promoted because the childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 has effective procedures in place to support, monitor and evaluate their progress. The wide range of available resources is well used and the inclusive, child-friendly environment is conducive to children's learning. Low-level, labelled storage enables the children to freely select which toys they want to play with and clear floor space enables them to play and rest uninterrupted. For example, older children are able to sit and relax in the conservatory whilst the other children play nearby. The children are also learning about recycling as they help the childminder sort out toys that are no longer wanted. These are then taken to the charity shop and exchanged for a different variety to stimulate their interest.

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the early years provision

A close and trusting relationship with parents and carers ensures that all relevant information is shared and a consistent approach given. Organised and regularly reviewed documentation ensures that parents are fully informed about the childminder's policies and procedures detailing her working ethos and good practice. Learning Journeys, an informative notice board and use of daily information cards all ensure that parents are fully informed about their children's progress and are involved in their day. They are also encouraged to share in their child's progress. They decide on a skill that they would like their child to develop such as the child learning to blow their own nose or trying more finger food. This is then worked on at the childminder's and in the children's home. The children receive a tick each time they accomplish the task and when they have done it five times they are praised with a sticker being placed by their name on the chart.

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the early years provision

Therefore building their confidence and self-esteem and involving the parents in their learning. The childminder has forged good relationships with other agencies and settings attended by the children and works in partnership with them to benefit the children in her care. For example, she introduces herself to the setting and asks them to complete a form detailing the type of activities the children enjoy whilst there and the names of some of their friends so that the childminder can discuss this with the children at a later date. She also makes herself aware of any themes or topics that the settings are covering so that she can compliment the children's understanding with her own activities and discussions.

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and outcomes for children

Children are consistently offered a wide range of opportunities that support them in making good progress across the areas of learning and development. The childminder gets to know the children very well and discusses their likes, dislikes and family life with their parents and carers. However there is limited information regarding children's initial starting points to feed into planning or to help identify areas of concern or further challenge. The Childminder records children's development by using written observations, photographs and the Early Years Foundation Stage development sheets to demonstrate their progress. However, although some next steps are identified, this is not consistent and it is difficult to see how these are incorporated into planning. Therefore children's progress is not optimally promoted.

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and outcomes for children

The childminder uses her good knowledge of child development to plan activities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 that extend children's interest and learning. For example, whilst following a topic about living things children develop their knowledge and understanding of the natural world as they go on nature walks looking at the trees and describing the trunks as 'bumpy'. They learn about different materials and shape as they make a collage and develop their creative and sensory skills as they thoroughly enjoy playing with shaving foam. The childminder supports the children in their play and adapts the activities to ensure that all are fully involved. For example, younger children are supported to climb up the steps to the climbing frame receiving a 'hurray' from the childminder at each step. When they are a bit hesitant in coming down the slide the childminder offers a reassuring hand which they take. With

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and outcomes for children

their confidence growing they then climb up again with less support and looking very pleased with themselves.

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and outcomes for children

Children's emotional welfare is sensitively promoted as they develop secure and trusting relationships with the childminder and their friends. The childminder ensures that children get the individual care that they require and children demonstrate their trust in the situation by, for example, coming to the childminder for a cuddle when they want one. They also come to her when they have hurt themselves. They tell her that they need a new leg as theirs hurts. In a much practised routine the childminder pretends to cut off their old leg and look for a new one in the cupboard. The children stand patiently while she spreads on some 'glue' and counting to three holds the 'new leg' in place. She then asks the children if they can now jump again which they happily demonstrate before going back outside to play. The childminder acts as a very positive role model and assists the children in learning the boundaries in place and making the right decisions.

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and outcomes for children

Children are very much encouraged to be polite and caring towards each other. They are sensitively reminded to say 'Excuse me, please' when they want to get past and to give other children a cuddle of apology when they accidentally bump into them.

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and outcomes for children

Children's health and hygiene is actively promoted as the childminder takes very effective steps to minimise the spread of infection and develop children's understanding of healthy living. For example, they know to wash their hands before eating and an excellent range of activities encourage their understanding of healthy eating and lifestyles. They learn where food comes from as they grow a variety of vegetables in the garden, nurturing them until they are good enough to eat. They also enjoy visiting their local pick your own farm where they actively collect baskets of fruit and vegetables trying some of the items for taste as they walk around. Children are also becoming aware of their own safety as they discuss road safety on a continuous basis with the older children being given the responsibility of telling the others when it is safe to cross. Younger children build their knowledge of safety as they enjoy a visit from the local lolly pop man at

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and outcomes for children

childminder group and practice crossing the pretend zebra crossing provided. 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 1 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 1 The extent to which children adopt healthy lifestyles 1 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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