Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY408911 Inspection date 07/09/2011 Inspector Lynne Talbot

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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 April 2010. She lives with her husband and one child aged four years in Welwyn, Hertfordshire. The whole of the ground floor of the home is used for childminding. There is a fully enclosed garden for outside play. The family has two cats and tropical fish in a tank.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. There are currently three children attending part-time hours, one of whom is within the early years age range.

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Description of the childminding

The childminder is able to take and collect children from local schools and preschools. The childminder is able to support children with special educational needs and/or disabilities and children who speak English as an additional language.

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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's individuality is recognised by the childminder who has a good understanding of their needs and interests. She creates a supportive working relationship with parents and is beginning to develop methods to work in partnership with other settings. These steps ensure that children's needs are met and that activities offered support good progress overall in their learning. The childminder takes steps to promote children's health and welfare through established daily routines, minimising risks and a very good safeguarding awareness. She shows drive and commitment, providing a good basis for continued improvement whilst the process for self-evaluation is established and continuing to develop.

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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, with particular reference to showing how the planning builds from the observations of children, and ongoing parental input  develop links with all other settings providing for children in the Early Years Foundation Stage to ensure continuity and coherence to support outcomes for children. 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 well promoted because the childminder has a good knowledge of the Early Years Foundation Stage. She has a firm understanding of her responsibilities relating to safeguarding, implementing robust procedures which fully protect children. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. Comprehensive risk assessments for the home are undertaken. Risk assessments for all outings are completed and fully support children's safety when away from the registered premises. A review record is used to ensure that checks of the smoke detectors, the first aid equipment and for reviewing information relating to safeguarding children, are completed each month. Children explore with close supervision. They learn about road safety, safety in the home and take part in regular fire evacuation drills to broaden their personal safety awareness. Procedures for illness and medical assistance are well

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the early years provision

planned, with back-up support organised to ensure children's safety.

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the early years provision

The childminder offers an inclusive service to children in her care and ensures that she works with parents to understand each child as an individual. She is aware of each child's learning style and uses this when organising their day, thereby ensuring that every child achieves. Children begin to explore the local community and the wider society in which they live. Children explore each others' cultures, such as learning about the Jewish religion. They share their own, and the childminder's, languages including Russian, Turkish, Turkmen and Shona, one of the languages, of Zimbabwe. They share story books in dual languages and compare popular western instruments to a Dutar from Turkmenistan.

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the early years provision

The relationship with parents is well developed, offering flexible hours of care. The childminder shares development with parents using the observations made, and they review the portfolios. However, there is no system to show how they are involved in the planned learning programme. Parents comment that they 'love the comments in the green book, and the photos and videos used of the children playing' and that they are 'very pleased with the overall service'. Further statements add that the childminder is 'patient and kind; a natural with the children, energetic and full of fun, teaching children songs and games to help them develop physically as well as emotionally'. The childminder has a positive attitude towards working with other settings that provide care for children in the early year's stage but has not yet fully developed these. She is considering methods to develop the communication links with other settings. Consequently, a consistency

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the early years provision

in the approach towards learning for children is not yet fully assured. The childminder is not caring for any children who have special educational needs and/or disabilities. However, she has a firm understanding of the value of working with other professionals when the need arises to ensure that she is meetings children's particular needs.

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the early years provision

The childminder shows an awareness of development and seeks feedback from parents and children through separate questionnaires to ensure that her care is having a positive impact on outcomes for children. She continues to complete training and is part-way through a Diploma Level 3. Other training completed This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 includes Working with parents, Every Child A Talker (ECAT) and Safeguarding. Recent improvements in the home have included the installation of open shelving for equipment storage, resulting in free choice for children and an increase in floor space for play. The childminder demonstrates a clear commitment to continuous development. Self-evaluation processes are well established. Children make good progress in their learning because the childminder makes full use of resources. The environment is inviting, with children of all ages accessing materials and making

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the early years provision

considered choices regarding activities.

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and outcomes for children

Children are very content and enjoy their time spent with the childminder. They make good progress overall because the childminder follows children's interests and supports their needs well. She observes children as they play and shares this with parents in observation journals. Plans for next steps and links to the areas of learning are made.

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and outcomes for children

The childminder summarises the development periodically. However, the link between the observations and the subsequent planning does not clearly demonstrate how the identified next steps are used or achieved. This means that potential learning opportunities may fail to be maximised to progress children towards the early learning goals. Children are actively involved in their learning. They play confidently, seeking and choosing from accessible materials. The childminder is skilled at using children's current interests to offer developmental opportunities. For example, young children explore cars with a track and the childminder introduces problem-solving as they discover which will fit on the track. She helps them to compare big and little, watch the speeds that each one travels, and talks about the purpose of vehicles, such as the fire engine and the fire service. Children delightedly explore the battery-operated technology element and

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and outcomes for children

enjoy the praise for the childminder when they operate it themselves. The childminder skilfully introduces new concepts and uses skilled questioning that promotes children's further development. For example, she asks what would happen if 'we put two on the track at once?'. This added interest extends young children's concentration and they begin to use language to communicate.

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and outcomes for children

Children show an interest in printed word and stories when they share books. They show a developing sense of humour when they 'roar' at the childminder who suggests reading a dinosaur book, laughing loudly as she responds. The childminder extends the children's enjoyment of the stories by using toys that link to the stories and engaging the children in related actions. They are exploring early literacy and reading together. An understanding of number is included in all areas of play. The childminder uses displays on the walls as well as felt numbers on the stairs to foster counting during the days activities. The childminder has embraced the outdoor learning approach as advocated within the Early Years Foundation Stage. Children use the climbing and swinging equipment each day where double seats encourage them to play together. Tactile and creative play, using large rolls of paper in the garden with footprints and paint, support creativity. Children plant

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and outcomes for children

and care for some vegetables, including tomatoes, in the garden. They are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 beginning to be involved in sustainability as they sort materials for recycling. The childminder includes children in the 'Buggy Buddies' scheme that aims to encourage children to learn about the world around them and be happy, healthy and safe. It involves increased walking in the community and fosters physical development. This is further enhanced by a road safety week topic, using car mats and trucks with signs. Children enjoy going to the park for a picnic and the childminder incorporates how to be safe in the park, stranger danger and road safety. Hygiene routines are robust and children learn to follow hand-washing routines and meet their own physical needs. Children choose their own coloured flannels which aids their sense of belonging. They are well nourished and are

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and outcomes for children

introduced to new tastes, including pomegranates, avocado and celery. Children love to compare their heights on the wall chart after they have drunk their milk. A range of programmable toys, including laptops and activities, help to embed technology into the continuous provision offered. The childminder follows the Every Child A Talker (ECAT) programme to support early communication. To enhance this she uses individual voice recorders which encourage children to record and review their own voices. Children behave very well and positive reinforcement promotes acceptable behaviour. Children are establishing clear skills for the future to assist in their learning and development as well as their place in society. 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 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 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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