Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY355988 Inspection date 03/11/2011 Inspector Jennifer Beckles

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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 August 2007. She lives with her husband and their three children aged 13, 10 and eight years in a property within Hertfordshire. She is registered to provide care for a total of three children under the age of eight years at any one time and is presently minding a total of three children in the early years range, all of whom attend a variety of sessions. The setting is registered on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The whole of the ground floor of the childminder's house and an upstairs bedroom is used for childminding purposes. There is a fully enclosed garden for outside play. The family has a pet dog.

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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 make very good progress in their learning and development because the childminder has excellent knowledge of the children and works closely with their parents and carers. This also ensures that children's individual needs are well met. Children's learning is well supported by the wide range of toys and resources available to them. Overall, partnership work with parents and others is effective The childminder regularly evaluates the quality of her provision and has good awareness of her strengths and weaknesses. The childminder is committed to continually improving her provision for the future.

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further?

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

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further?

 lead and encourage a culture of reflective practice and self-evaluation to identify the strengths and weaknesses of the provision by involvement of parents, to improve the quality of provision for all children.

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the early years provision

Children are safeguarded and well protected in the setting because the childminder has good knowledge of local safeguarding procedures which includes most contact details if she is concerned about a child. However, the contact number for Ofsted is not included in the procedure which means that Ofsted would not be aware if there was a complaint. Children are safeguarded and well protected in the setting because the childminder has good knowledge of local safeguarding procedures which includes most contact details if she is concerned about a child. All household members are suitably vetted. Children are kept safe because she regularly reviews and updates her risk assessments which cover the main areas used by children both in and out of doors, including outings. The childminder teaches the children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 how to use their environment and resources safely, for instance, by having house

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the early years provision

rules, such as no running indoors. Children are also further protected because the childminder keeps good records including accident, medication and attendance records.

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the early years provision

The childminder uses her knowledge about the Early Year's Foundation Stage to support children's learning well. The environment is well organised. There is a rich and varied range of resources for children to choose from covering all areas of learning, such as electronic toys and cause and effect resources for babies. Children are able to choose what they would like to play with and can access most resources for themselves, such as, books, a broad range of construction sets and small world resources. This means that they are able to thrive and make good progress in their development.

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the early years provision

The childminder has very good awareness of her strengths and weaknesses. She continually looks for ways to improve her provision for the children and sets herself realistic targets. For example, she plans to attend training courses to get ideas on planning and observation methods. However, there is no consistent method of eliciting parents' views on the provision. This means that they have limited opportunities to contribute their ideas for development of the provision. The childminder has addressed previous actions and recommendations promptly and effectively. For instance, she has improved her complaints procedure.

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the early years provision

The childminder forms effective working relationships with parents and carers. She obtains useful information about each child, such as their individual needs. This means that parent's wishes and children's individual needs are effectively met. The childminder and parents share important information about the child's starting points during the settling-in period. Additionally, she uses daily diaries to record children's well-being and activities. This, along with records of children's development containing observation notes, samples of work and photos of children's achievement are shared with parents regularly. This means that parents can become involved in their child's learning and each child is well supported in making progress towards the early learning goals. Effective relationships with other provisions and professionals involved with the children are firmly established and contribute well to supporting children's welfare and learning. For instance, links

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the early years provision

with local schools and pre-schools offer advice on care and education plans.

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the early years provision

The childminder offers committed and caring support to children who have special educational needs and/or disabilities. This involves close liaison with parents and relevant professionals. Children are learning to develop positive attitudes towards themselves and others because the childminder talks to the children about differences, challenges any discriminatory comments and teaches them about other cultures and beliefs.

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and outcomes for children

Children enjoy being in this setting and are familiar and secure in their routines because the childminder is careful to meet their needs. Children are able to move This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 freely and safely around the setting because the childminder ensures their environment is safe. For example, each day she carries out various risk assessments to identify and rectify any potential risks.

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and outcomes for children

Children's good health is promoted effectively by the childminder. They show awareness of how to stop the spread of infection by readily washing their hands before eating and after using the bathroom, and older children support younger ones in the process. Children make good choices in food because they are offered nutritious meal choices and healthy snack options, such as fruit. Children get fresh air and exercise by using the garden, local woods or indoor soft play centres where they develop a range of physical skills including running and jumping. Children's understanding of the benefits of eating well and exercise is supported by reading and discussion of non fiction books on body organs, such as the heart and lungs.

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and outcomes for children

Children are making very good progress towards the early learning goals because the childminder plans activities around their needs and interests. She regularly observes what they can do and records their progress so that their next steps are identified by referring to the early learning goals. Children develop good language skills. They enjoy looking at books, turning pages to find their favourite picture and talking about what they can see. The childminder provides various small world resources so that children can create their own imaginary adventures and engage in talk as they play. She also has puppets and stories with accompanying prompts to stimulate language development. This is supported further by role play. Children have daily opportunities to experiment with mark making, writing and drawing skills. For instance chubby crayons, colouring pencils, felt pens and a range of paper enable children to write and draw as they choose. Children are learning to

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and outcomes for children

count in everyday situations, such as on shopping trips when they count the number of cars or trees along the way. Shape recognition is supported by the use of board games, and puzzles encourage children to solve problems and think critically. Children develop an understanding of the world by playing with small world toys, such as farm animals and railway tracks. They learn about technology by operating electronic toys and cause and effect resources. They develop understanding about life processes by visiting the local farm and woods. These visits are followed up by discussion and stories which further develop their understanding. Children practise their creative skills by using a range of different materials to paint, create collages or models. their physical skills.

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and outcomes for children

Children behave well in this setting. This is because the childminder sets clear ground rules for behaviour and uses age-appropriate strategies, such as distraction techniques for very young children, along with praise and reward. The children play well together by cooperating and sharing ideas and resources. Children are learning about their own and other cultures and beliefs because they celebrate many festivals including birthdays, Diwali, and Chinese New Year. 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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