Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY341538 Inspection date 21/02/2012 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 2006. She lives with her husband and three children aged two, six and eight years old in Ware, Hertfordshire, 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 one cat and one rabbit.

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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 two children in the early years age range when working alone and four when working with an assistant. She is currently minding three 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. She demonstrates a high commitment to her childminding and through reflecting on her practice, gains a picture of her strengths and areas for improvement. She is, therefore, able to make effective changes to improve the daily care and experiences for the children she looks after.

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further?

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

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further?

 analyse further the use of observations and assessments to more effectively show how children's next steps of progress are incorporated into planning and to demonstrate children's overall progress towards the early learning goals  develop further the use reflective practise to more fully incorporate the views of parents. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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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 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 also ensures that anyone coming into contact with the children is suitable to do so. The childminder has a high level of awareness regarding children's safety within the home. Comprehensive risk assessments are carried out, including those for emergency situations, such as when there was a flood in the house and the childminder needed to move to her mother's house to care for the children.

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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, text messages and use of a daily diary ensures that parents are fully informed about their children's day and involved in their learning. For example, having used a board game to help the children learn their colours, the childminder shares the idea with the parents, who also purchase the game to play at home and consolidate on what the children are learning. The childminder works effectively with other settings attended by the children. She shares relevant information and compliments the activities taking place in her home. When pre- school organise a visit to the local farm, the childminder provides books about animals to stimulate children's interests and teaches them to sing 'Old MacDonald

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the early years provision

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. The childminder sensitively helps children learn and understand about the society in which they live. For example, board games encourage them to learn about traditional costumes worn in other parts of the world and parents provide different foods from their home country for the children to try. Children's individual development is skilfully promoted because the stimulating range of available resources is actively used. For example, they build their independence and free choice as they select, which toys they want to play with from the clear storage boxes situated in the designated playroom.

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the early years provision

The childminder demonstrates a genuine enjoyment for her work and is committed to improving the outcomes for the children as she, for example, attends training to update her childcare knowledge. She consistently evaluates her daily practice and is pro-active in making changes where she feels they are required. She reacts positively to the inspection process and plans to use the self-evaluation form as an ongoing tool to highlight her strengths and areas for improvement. However, as limited user questionnaires are currently in place, parents are not fully encouraged to share their views. Therefore, this information is not used to enhance reflective practice. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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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 the daily routine. For example, as the children choose which books they would like to read before the younger children go for a sleep. After the children chose a story about the lifecycle of a caterpillar, the childminder extends their problem solving skills by asking how many apples and pears the caterpillar is eating and compares the size of its cocoon to her own hand and to those of the children. Children also develop their knowledge of the natural world as they talk about the cocoon turning into a 'beautiful butterfly' and their language as they pick out the different colours on the creatures wings.

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and outcomes for children

Good quality information is initially gained from parents at the start of the placement, telling the childminder about, for example, the children's home lives, likes and dislikes. This information is then used to feed into children's initial assessments. The childminder knows the children very well and makes effective use of 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 how the next steps are incorporated into planning and children's overall progress towards the early learning goals. Therefore, children's development is not optimally promoted.

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and outcomes for children

The childminder uses her experience and knowledge of child development to plan activities that progress children's learning and stimulate their ideas. They use their problem solving to complete a puzzle and their creative skills to make a picture of the childminder's face, making sure that she is given a smile. Their imagination is stimulated as they play with the dolls and buggies and their technology skills are developing as they experiment with the childminder's laptop. Children's emotional development is well promoted as they develop secure and trusting relationships with the childminder and their friends. They feel able to discuss any issues they have with her and explain their desire to stay with the childminder. The childminder acts as a positive role model and assists the children in learning and making the right decisions.

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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 healthy living as they; for example, know to wash their hands after using the toilet and discuss why it is important to eat all their lunch saying 'I am strong and I have strong muscles'. Children are also learning where different foods come from as they participate in the planting and nurturing of fruit, such as strawberries in the childminder's garden. They are becoming aware of their own safety as they are taught road awareness when out and about and know that if they cannot see the childminder, she cannot see them either. They learn the house rules about not running when inside and regularly take part in the emergency fire drill. 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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