Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY373780 Inspection date 01/03/2012 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 May 2008. She works with another registered childminder in the co-childminder's premises in Stevenage, Hertfordshire. Both childminders have equal responsibility for the childminding practice. The co- childminder lives in the premises with her husband and one adult daughter aged 23 years, and two foster children aged eight and 14 years. The whole of the ground floor is used for childminding and there is a fully enclosed garden for outside play. There are several steps leading down to the premises from the public footpath.

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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 six children under eight years at any one time, no more than three of which may be in the early years age range. When working with the co-childminder together they may care for a maximum of six children under eight years at any one time, of whom no more than six may be in the early years age range. Of those six children, two may be under one year at any one time. There are currently 13 children on role, of which 10 are in the early years age range.

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Description of the childminding

The childminder takes children to and collects from other settings such as the early years unit of the local primary school and the local pre-school.

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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 and her co-worker who have a good understanding of their needs and interests. They have established a good working relationship with parents and the partnership with other settings that children attend is a key strength; this means children are very well supported. The childminder and her co-worker create a welcoming environment providing activities that support good progress overall in their learning. They use robust safeguarding procedures to effectively protect children and comprehensive risk assessment to promote children's welfare but the childminder has not maintained all the required training; consequently a requirement is not met. The childminder continues to review her practice with her co-worker but this is yet to be fully developed to enable reflection on her overall care and the 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?

 complete an appropriate paediatric first aid course which is approved by the local authority and 23/03/2012 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 consistent with guidance set out in the Practice Guidance for the Early Years Foundation Stage; this refers to providing evidence to Ofsted that a course is booked and will be completed (Safeguarding and promoting children's welfare).

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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 parental input is identified and use these assessments to identify learning priorities to plan individual experiences for each child  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 at to continue to promote good outcomes for children.

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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 protect children. The childminder and her co-worker comply with the requirement to ensure that all persons required undertake the appropriate checks to safeguard children. Risk assessments for the home and outings are undertaken to minimise risk for children. Records show that the assessments are reviewed weekly and daily ensuring a safe environment. Safety in the home is promoted because children take part in emergency evacuation. Road safety and safety in the sun projects enhance children's learning. Procedures for illness and medical assistance are well planned; children benefit from the attention of two childminder's in the event of incident or accident. However, the childminder has not maintained an up

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the early years provision

to date certificate in first aid and this has potential to compromise children's safety.

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the early years provision

The childminder and her co-worker offer an inclusive service. Each child's background, culture and individual need is understood in order to tackle discrimination. The childminder and her co-worker work consistently to value diversity and provide opportunities for children to use their personal experiences in their play. For instance, they reflect on social understanding using books that reflect on family situations or bereavement. They invite families to join them in celebration of each others culture. Children explore and take part in celebrations such as Chinese New Year where they make collaborative collage works. This helps children to explore the world around them. The childminder has a good knowledge of nutrition and, together with the co-worker, plans and prepares a menu for the children, which is both healthy and appetising. The childminder has not yet cared for any children who have special educational needs and/or disabilities. However,

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the early years provision

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 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 arises. A small number of children attend other settings and this relationship is a key strength. It includes regular information sharing and visits by staff from other settings to the childminding premises. This contributes to a consistent approach towards care and learning for children.

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the early years provision

The relationship with parents and carers is good; both childminders maintain the relationship. Key person responsibilities are clear and shared. Daily diaries are used very effectively and there is an abundance of information provided to parents in the form of notice boards, newsletters and questionnaires. Parents are invited to share their children's achievements and a baseline assessment includes parental views. However, ongoing input into the assessment and planning for individuals is not yet demonstrated. The childminder demonstrates clear enthusiasm and is motivated to continue making changes that improve outcomes for children. The childminder and her co-worker evaluate activities and reflect on the needs of children and the success of activities. However, the childminder does not yet use reflective practice to form the basis of internal review to focus her individual areas for development.

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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, assessment and planning do not 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 very confident and enjoy the time spent with the childminder. They choose what they would like to play with from a very broad range of accessible resources. The individual development files of the children show an extensive range of activities completed. Children enjoy early role play with home corner equipment where they cook cakes and pizzas, take turns, learn about the dangers of a hot oven, and talk

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and outcomes for children

about what they are doing. They make sense of what they see around them in the home and develop creativity.

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and outcomes for children

Children are given daily opportunities to develop physical health. They make choices about outdoor play and participate in all areas of learning in their own separate garden. The outdoor area is equipped with an abundance of quality equipment. For instance, children build with large blocks identifying colours, solving problems and offering help to each other to stabilise towers or to reach the top. They are developing cooperative play. Children visit farms to pick fruit and follow this with planting and caring for their own vegetables and strawberries using their own mini greenhouse. Children discover how to care for the environment; they sort recyclable materials into separate boxes. Hygiene routines are robust and children manage simple personal tasks by themselves. Children are given opportunities to feel valued each day. They enjoy being the helper of the day and proudly wear a badge when it is their turn. They love to receive and view

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and outcomes for children

certificates awarded for new achievements and the 'star of the day' poster. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children enjoy taking responsibility for 'Harley Bear' who is taken home, cared for, and returned with a journal of events to share with the rest of the group. Parents are fully involved in this with their children.

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and outcomes for children

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. She and her co-childminder are skilled at introducing activities that foster children's interests. For example, children use mirrors to look at their facial features before drawing their own faces. They begin mark making using basic charts to sort healthy or less healthy foods into sets, they develop graphs that identify their favourite toppings for toast, and they sort vehicles into those that are on the ground or those in the air. Children use shopping lists to identify and choose fruits at the shops; they are engaging in frequent mark making for a purpose. Children show a sense of contentment and security in the home, seeking close and affectionate attention from the childminder and her co-worker. They are learning to be independent and form relationships. Consequently children are

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and outcomes for children

developing the attitudes that help them to develop skills for the future and they make rapid progress in their learning and development. 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 1 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 1 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 1 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 1 The extent to which children develop skills for the future 1

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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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 ensure that an appropriate first aid qualification is held (Welfare of the children being cared for) (also applies to the voluntary part of the Childcare Register) 23/03/2012

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the compulsory part of the Childcare Register (Welfare of the children being cared for). 23/03/2012

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