Childminder in Hertfordshire

Inspection report for early years provision

p.1

Unique reference number EY409346 Inspection date 18/01/2011 Inspector Susan Parker

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

Introduction

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2010. She lives with her partner and their son aged five years old. The family live in Stevenage in Hertfordshire. The childminder uses the whole of the house for childminding. There is a fully enclosed garden for outside play. There is a large step to reach the rear garden. The childminder is registered to care for a maximum of five children under eight years at any one time, of whom not more than three may be in the early years age range. This provision is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. The childminder walks to the local school to collect children and takes them to the local park. The family has two cats and two gerbils.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children are happy and settled in the childminder's care. She is beginning to use observations to plan appropriate activities to help children make good progress. She keeps parents informed about what their children are doing and obtains information about their needs and routines, however, links with other settings are not yet developed. Most children have an understanding of what to do in an emergency, however, not all children have practised an evacuation. The childminder has completed a self-evaluation of her practice and is committed to improving and developing her service.

p.4

further?

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

p.4

further?

 develop a coherence of learning across different settings that children attend develop further the observational assessment in order to plan to meet young children's individual needs  ensure that all children are included in the evacuation drills.

p.4

the early years provision

Children are safeguarded from the risk of abuse or neglect because the childminder has completed safeguarding training and is fully aware of her responsibility to refer any concerns she may have about children's welfare. She has all the necessary information to be able to take the appropriate action if necessary and has a clear and detailed policy which explains her responsibilities. This is given to all users and contains the procedure to follow should allegations be made against the childminder. This fully ensures that children are cared for in a safe and secure environment. A detailed risk assessment has been carried out on all parts of the property and any trips or outings. The childminder takes emergency information with her when taking children out of the premises. She has provided a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 written and comprehensive set of policies, documentation and records which

p.4

the early years provision

underpin her good practice. Most children are learning about the emergency evacuation procedure, however, not all children have yet practised it.

p.5

the early years provision

Resources are well organised. Children play in the welcoming lounge where a very good range of toys are arranged in low-level baskets to enable children to access them independently. Child-sized furniture is available for children to use. Children are encouraged to share resources and develop an understanding of each other's needs. The childminder has a good selection of resources which reflect our diverse world and local community. This insures all children are fully included.

p.5

the early years provision

The childminder exchanges information with parents on a daily basis through daily diaries as well as children's 'learning journeys'. These are records where photographs, examples of children's mark making and annotations from the childminder show children's good progress. However, these observations are not effectively linked to the areas of learning and do not clearly show children's next steps.

p.5

the early years provision

Parents are given the policies when they start to keep them informed and are encouraged to share details about their children's development. Systems are in place to share information about children's learning and development when they attend other settings to ensure continuity; however, these are not yet fully established to provide a coherence of learning and development across all the settings that children attend. The childminder has already implemented improvements since becoming registered and is committed to developing her service. She meets with other local childminders and professionals to keep up-to- date and improve her practice. The childminder has produced an effective form of self-evaluation which is well used to highlight the strengths and areas for improvement in her childcare provision.

p.5

and outcomes for children

Children are very happy and contented in the childminder's care. They are provided with a good range of developmentally appropriate activities. Toys are easily accessible in the play room and children as young as eight months can choose and access their own toys and games independently. Children benefit from visits to other childminders homes which supports their social skills and understanding of the wider community. The childminder makes observations of children's play and records their progress in a daily diary and in their learning journeys. She effectively uses this information to plan activities to challenge children and enable them to make good progress across all the areas of learning, and ensure that all areas of development are planned for and delivered.

p.5

and outcomes for children

Children are confident with the childminder and are beginning to find a voice and discover new words. The childminder notes when they develop new vocabulary and reach milestones. She encourages them to develop their personal self-help skills. For example, knowing that a crawling child likes cars so they are put just out of his reach. This encourages him to develop his physical skills. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 talks to children sensitively to encourage their language development. Books are accessible and well used. Children develop manipulative skills as they learn to hold a paint brush and puzzles and construction sets help children to problem-solve. Children are able to express themselves as they explore 'small world' play and babies explore and examine different objects such as books and building blocks or a soft activity mat. Children are encouraged to be creative and experiment using

p.5

and outcomes for children

different media such as play dough or paint. Regular trips out teach children about the community and the wider world and they learn about other religions and festivals from other countries and cultures. Children learn to play together and socialise and the childminder talks to them about sharing resources and taking turns. Children develop very good independence skills as they are able to make choices and explore their environment independently. Babies are able to develop coordination and movement as they crawl around the lounge and can begin to pull themselves up on the furniture.

p.6

and outcomes for children

Children's good health is promoted as they go out for walks and have the opportunities for physical play most days, to get fresh air and exercise Good hygiene procedures are in place to prevent the risk of infection. The childminder incorporates topics on health and hand washing so that children learn how to live a healthy life style. Children's drinks are easily accessible for them and the childminder provides snacks and meals which are balanced and healthy. Children learn to keep themselves safe as the childminder talks to them about issues such as road safety and gives explanations about safety when they play, for example, reminding older children to keep small objects away from babies. Most children practise an emergency evacuation drill so that they will know what to do in the event of a fire or emergency. Children develop warm and trusting relationships with the childminder and feel safe in the setting. They are learning to be

p.6

and outcomes for children

independent and form relationships and are learning good skills for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8