Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY348538 Inspection date 28/03/2011 Inspector Maura Pigram

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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 2007. She lives with her two children aged six and nine years in Rickmansworth, Herts. The whole of the ground floor is used for childminding and there is a bedroom available for rest and sleep. There is an enclosed garden available for outside play. 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 is registered to care for a maximum of five children under eight years at any one time, of whom no more than three 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 supports children with special educational needs and/or disabilities and children who speak English as an additional language. The childminder is a member of the National Chilmindinding Association.

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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

Children are very secure and happy with the childminder who recognises the uniqueness of each child. She is very well organised and committed to improving the outcomes for children. She reflects on her practice and recognises how to bring about improvement that can benefit the children, systems to include their views are developing. She works closely with parents and they share valuable information that promotes children's welfare. She liaises with schools to ensure consistency of care and that individual needs are carefully monitored.

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further?

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

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further?

 review the evacuation drills so that all children attending can participate  review the culture of reflective practice so that it includes children's views and that of their parents or carers and use this to identify the setting's strengths' and priorities for development that will improve the quality of provision for all children.

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the early years provision

Children's care and leaning is effectively promoted because the childminder has a clear knowledge of the requirements of the Early Years Foundation Stage. She is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 very well organised. For example, she has a comprehensive set of policies and procedures that guide her in her daily practice and reflect her knowledge of the requirements. Parents receive a copy of these together with full details of the service she provides. The childminder has a good understanding of safeguarding issues which promotes children's welfare. All necessary documentation to support this is easily available and parents are made aware of her role in safeguarding prior to children attending. She creates a safe, welcoming and secure environment. Children are taught to be safety conscious without being fearful. Emergency evacuation procedures are carried out on the same day each month. The

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the early years provision

childminder is reviewing systems to ensure all children who attend can take part in this so that they know what to do in an emergency. Risk assessments for all areas including outings are carried out so that any potential risks are minimised. Recommendations from the previous inspection have been successfully addressed. For example, resources to reflect diversity are now part of children's every day play.

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the early years provision

The childminder has a clear vision for the future and would like to undertake child care qualifications. She attends regular training to ensure her knowledge is updated and she takes some positive steps to implement ideas gained. For example, she has plans to develop her outdoor area following a course on 'Best use of outdoors'. The garden area is attractive with child friendly seating, solar lighted flowers, wind chimes and wind socks creating interest for children. She has identified areas to develop and is in the process of developing systems to include children's views in her monitoring process.

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the early years provision

Furniture, equipment and the wide range of resources are of high quality and suitable for the ages of children to support their learning and development. The layout is conducive to learning and is managed extremely well so that children are comfortable and enjoy their time at the childminders home. For example, on arrival children place their shoes in the newly introduced child size unit, slippers are obtained and they settle on the 'cosy area' where they share a selection of age- appropriate books. This means that positive steps are taken to ensure children feel included and valued. In addition, a low-level welcome poster created by the childminders own children contributes to children and their families feeling a strong sense of belonging. The childminder rotates and adapts the resources so that children are always interested and engaged. For example, role play areas are adapted to link in the topic of the month such as pets or growing. The childminder

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the early years provision

maintains extremely positive relationships with parents and carers. They are provided with detailed information about their children's day both when they are in her care or in the care of other providers such as nursery school. The childminder take positive steps to establish effective working relationships with other professionals who are involved with individual children. This successfully promotes their learning, development and welfare.

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and outcomes for children

The childminder spends time getting to know the children and finding out what activities they enjoy. Her experience in a pre-school setting means she is aware of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 what children can learn through their play. She plans activities around themes such as seasons, transport, the seaside and all about me. These are flexible enough to adapt children's ideas into learning opportunities. Her observations are purposeful and help her identify the children's next steps for learning.

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and outcomes for children

The children are confident and have excellent relationships with the childminder who is warm and attentive to their needs. Her attention is focussed on the children's enjoyment and in helping them to develop. A good range of displays show that children have many opportunities to develop their creative skills. They paint, draw and create collages of their own design using a range of materials. They enjoy collaborative work as they make trees for their displays. They particularly enjoy creating pictures of themselves using current photographs of themselves as well as when they were babies. This leads to many discussions so that children develop a strong sense of identity. In addition language skills are effectively supported as the childminder is interested in everything they say or do. For example, the childminder skilfully reinforces phonic knowledge gained at nursery so that children are well prepared for school. A wide range of books both

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and outcomes for children

fiction and non-fiction and regular visits to the library support children's interest in books.

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and outcomes for children

The childminder organises the environment extremely well to allow children to freely choose from the wide range of stimulating toys and resources. They enjoy imaginative play on the 'sea' and 'grass' mats. They pretend they are swimming and have a picnic on the grass. They especially enjoy exploring 3D models of frogs and tadpoles and cooking at the play kitchen. The childminder asks open-ended questions that help children organise their thoughts. They learn about the wider world and diversity through planned activities such as train journeys which link into children's interests. They regularly attend the children's centre activities where they are able to socialise with similar aged children. Children behave extremely well and develop positive attitudes to learning because they are busy and engaged. They know what is expected of them and positive steps are taken to ensure they are safe at all times. For example, good use is made of reins and

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and outcomes for children

highchairs with children given options to use these or not as they grow and develop a greater awareness of keeping safe. Nutritious meals and snacks are provided and the childminder works closely with parents to ensure dietary needs are well known. They work very closely together so there is an effective continuation of care between all parties. 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 2 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 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 1 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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