Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY427189 Inspection date 05/01/2012 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 2011. She lives with her husband and three children aged nine, five and two years old in Stevenage, 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 a rabbit.

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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 is currently one child attending part-time hours within the early years age range.

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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

Children's individuality is recognised by the childminder who has a clear understanding of their needs and interests. She creates a supportive working relationship with parents and is considering partnerships with other settings once children attend them. This ensures that children's needs are met and that activities offered support good progress overall. The childminder takes steps to promote children's health and welfare through daily routines, detailed assessment of risk and a good safeguarding awareness. Most required documentation is maintained but the procedure for uncollected children is not defined, consequently, the requirement is not met. The childminder adopts a positive attitude towards continued development but is yet to pursue this to enable reflection on the overall care and continued outcomes for children.

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further?

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

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further?

 provide information to parents regarding the procedure to be followed in the event of a parent failing to collect a child at the appointed time (Safeguarding and promoting children's welfare). 23/01/2012

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further?

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

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further?

 develop further the observations and assessments of each child's achievements, interests and learning styles; ensure that planned learning builds from what children already know or can do, use these assessments to identify learning priorities to plan relevant and motivating learning experiences for each child This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  record details of regular evacuation drills in a fire log book of any problems encountered and how they were resolved  gain further understanding of reflective practice in order to confidently identify aspects of the childminding service that are done well and those aspects that might be improved, so to continue to promote good outcomes for children.

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the early years provision

Children's welfare is suitably promoted because the childminder has a sound knowledge of the Early Years Foundation Stage. She has a firm understanding of her responsibilities relating to safeguarding, implementing generally robust procedures to protect children. However, there is not yet a clear procedure shared with parents with regard to uncollected children. This is a breach in requirements. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. The childminder assesses her premises and outings to minimise risks to children. Daily records of risk assessment, as well as smoke detector checks each week support children's safety. Younger children learn about safety routines through the example from the childminder and practise emergency evacuation procedures. However, the record of evacuation is incomplete and consequently, it is not possible to review and evaluate procedures. Procedures for

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the early years provision

illness and medical assistance are planned to ensure children's safety. The childminder offers an inclusive service to children and works with parents to understand each child as an individual. For example, menus planned by the childminder are shared with parents and daily programmes for younger children ensure that every child achieves. The childminder uses play equipment effectively to foster children's awareness of the world around them. She utilises provision and first hand contact with others in the community to introduce new cultures to them. Procedures to support the relationship with parents are established. Welfare and development is shared with parents each day.

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the early years provision

The childminder has not yet cared for any children who have special educational needs and/or disabilities. However, she has a clear understanding of the importance of working with other professionals to provide a good level of support for such children when the need arises. The childminder does not currently care for any children who attend other early years provision. However, she is aware of the importance of sharing information with other settings when appropriate to support children's continuity of care. Development folders for children have been introduced. The childminder seeks informal feedback from parents to ensure that her care is having a positive impact on outcomes for children. The childminder has completed all required training since registration. She is currently booking further training both web-based and through the local authority; a capacity to continue making changes is demonstrated. However, reflective practice is not yet in place to

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the early years provision

form the basis of internal review to focus areas for development. Children achieve and make good progress in their learning overall because resources are offered to them, which provide variety and stimulation. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder uses the Early Years Foundation Stage learning and development requirements well to offer experiences to meet children's individual needs. When planning activities to help them to take the next steps in their learning, she successfully integrates her knowledge of their interests. However, observation, assessment and planning do not build from a baseline assessment, link the observations to aspects of the areas of learning, or identify next steps to directly feed into the planned activities for each child. This means that potential learning opportunities may fail to be maximised to progress children towards the early learning goals. Children are confident and enjoy the time spent with the childminder. They choose what they would like to play with from a range of accessible resources that are rotated each week. The rotation is logged to ensure that experiences are challenging. Children enjoy early role play with home corner

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and outcomes for children

equipment where they make tea and meals, offering them to those around them. They make sense of what they see around them in the home and develop creativity.

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and outcomes for children

The childminder fosters children's emotional well-being by praising children frequently. Children seek her attention and enjoy close physical comfort, demonstrating their sense of belonging. The childminder offers a continuous commentary on the daily routine, including teaching about colours, numbers and shapes as the children play with toys of their choosing. Stacking blocks are used to explore problem solving and construction. Children compare size as they decide, which block to use in sequence and solve problems when they decide to stand up, in order to reach the top. Young children explore malleable 'gloop' and paints as they make hand and foot prints together. Stories and books are accessible and well used, whilst technology is introduced with books that include buttons to press for associated sounds. Children dictate the pace of the story as they turn the pages and press the buttons. Mechanical and battery operated toys are avidly explored.

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and outcomes for children

Hygiene routines are robust and help children to understand personal hygiene and its link to their well-being. Babies and younger children have their routines met to ensure that they eat regularly. Individual dietary needs are suitably met with nutritional menu plans. Children are given daily opportunities to develop physical health. They visit local parks and indoor soft play centres. Younger children explore their physical abilities indoors when they use the musical mats to make sounds. They are exploring their physical capabilities and practising new skills to embed the learning. The garden is equipped with areas for planting. Young children have opportunities to learn about the environment through sorting plastics and papers for the recycling containers. They separate food scraps for the compost units in the garden. Children behave well and positive reinforcement promotes acceptable behaviour. Children are establishing essential skills for the future to assist in their

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and outcomes for children

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 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 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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