Childminder in HertfordshireOfsted inspection, 14 Feb 2012

Inspection report for early years provision

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Unique reference number EY430827 Inspection date 14/02/2012 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 2011. She lives with her husband and two children aged four and seven years in Hertford, Hertfordshire. The setting is close to shops, parks, schools and public transport links. The whole of the childminder's house is used for childminding and there is access to a fully enclosed garden for outside play. The family has no pets.

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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 and is currently minding two children in this age group. She 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 a safe, secure and welcoming environment in which all children thrive and where their development is consistently promoted. Her flexible planning ensures that the children's interests are followed and that they enjoy their time with her. The childminder builds trusting relationships with parents promoting a continuity of care for all concerned. Through reflecting on her practice, the childminder has a picture of her areas for improvement. She 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?

 analyse further your use of observations and assessments to help you incorporate children's initial starting points and next steps of progress into your planning and children's overall development towards the early learning goals  develop further the range of activities and resources to enhance children's understanding of the wider world.

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the early years provision

Effective safeguarding policies and procedures ensure that children are well protected. For example, the childminder has a detailed knowledge of child This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 protection, having attended additional training to update her knowledge, and has the required contact numbers in place for dealing with concerns should they arise. She ensures that anyone coming into contact with the children is suitable to do so and has arranged emergency cover should she ever not be able to care for the children herself. The childminder has a high level of awareness regarding children's safety when out and about. She carries the parents contact numbers with her and also a copy of her daily routine. This ensures that if an incident occurs, others would know that there might be children to collect from school or other settings.

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the early years provision

The wide range of available resources provided is purposeful and developmentally appropriate. Children are able to actively select which toys they want to play with and child-sized furniture lets them sit comfortably whilst they do so. The childminder also makes good use of the local amenities such as rhyme time and toddler groups where the children learn to interact and play alongside their piers. The childminder has a positive 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. She sensitively helps children learn and understand about the society in which they live. For example, they try Swiss style curry for dinner. However, the range of resources and activities currently in place are basic therefore limiting children's understanding of the wider world.

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the early years provision

A close and trusting partnership with parents and carers ensures that all relevant information is shared and a consistent approach given. Detailed documentation ensures that parents are fully informed about the childminder's policies and procedures. Daily interaction, newsletters and the regular sharing of the children's learning journals ensures that parents are fully informed about their children's day and are involved in their learning. For example, they are encouraged to contribute items for the monthly theme. The childminder demonstrates an awareness of liaising with other agencies and plans to further develop this area of her work once the children start attending other settings. The childminder demonstrates a genuine enjoyment for her work and is committed to improving the outcomes for the children. She consistently evaluates her daily practice and is pro-active in making changes where she feels they are required. She reacts positively to the

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the early years provision

inspection process and plans to use the self-evaluation form as an ongoing tool to highlight her strengths and areas for improvement.

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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 flexibly plans activities around the children's interests and free play choices. For example, when children choose to look for birds out of the window. They make themselves a chart of the different types of birds and tick their list if they see one. The childminder extends their knowledge by asking about the birds they can see and includes all children in the activity by talking about the colours and shapes involved. She also looks at a book about birds and animals relating the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 pictures to those they can see outside.

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and outcomes for children

At the start of the placement the childminder uses observations and information from the parents to assess where the children are in their development. However, as this information is not used to feed into children's initial assessments, areas of concern or for further challenge may not be highlighted. The childminder knows the children very well. Each child has a learning journal in which the childminder records observations, photographs and assessments to enable her to build on what the children know and plan their next steps and stages of development. However, it is currently difficult to see where the next steps are incorporated into the planning and therefore children's progress is not optimally promoted.

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and outcomes for children

The childminder plans activities that progress children's learning and stimulate their ideas. For example, children develop their imaginary skills as they dress up as different characters and their creative skills as they help the childminder make an alphabet display using different textures and materials to decorate the letters. They develop their problem solving skills by successfully completing puzzles and their spatial awareness by experimenting to see how many of them can hide underneath a storage box. Children's emotional development is well promoted as they develop secure and trusting relationships with the childminder and their friends. They are also learning about the care of others as they take part in activities in aid of charity organisations such as Children in Need. The childminder acts as a positive role model and assists the children in learning and making the right decisions. Children learn the expectations and boundaries in place and the

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and outcomes for children

consequences of their actions. For example, when children momentarily forget to share the role play outfits they are reminded that the resources are for everyone to play with.

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and outcomes for children

Children's health is actively promoted as the childminder takes effective steps to minimise the spread of infection. Children develop a positive attitude to a healthy lifestyle as they; for example, know to wash their own hands after using the toilet and have all decorated their own hand towel so that they know which one is theirs to use. They are developing their independence skills as they all have a job to do at snack time such as organising the table and chairs or fetching the cups from the cupboard. Children are becoming aware of their own safety as they are given sensitive reminders by the childminder. For example, they are encouraged to tidy away some of the toys to prevent their friends from slipping over and they actively participate in the fire drills held on a regular basis. They also discuss themed topics such as stranger danger and road safety. 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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