Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY357101 Inspection date 01/05/2012 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 2007. She lives with her husband, two adult children and her daughter's child, aged five years, in Welwyn Garden City, Hertfordshire, close to shops, parks, schools and public transport links. The whole of the ground floor and the first floor bathroom of the childminder's house are used for childminding and there is access to a fully-enclosed garden for outside play. The family has one dog.

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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 years age range and is currently minding three children in this age group on a part-time basis. 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 welcoming, secure and safe 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. She builds trusting relationships with parents ensuring a continuity of care for all. Overall, reflecting on her practice helps her gain a picture of her strengths and areas for improvement. She also 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 the use of information gained to demonstrate the areas of learning covered by the activities and how children's next steps of progress are incorporated into planning  develop further the use reflective practice to fully highlight your strengths and areas for improvement.

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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. She has attended training to increase 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 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 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. She completes regular risk assessments of the areas used by the children and carries out daily safety checks to ensure all hazards are minimised. She also ensures that she visits any places chosen for trips beforehand to identify any issues and to help her keep children safe.

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the early years provision

The wide range of resources provided is skilfully used to promote children's development. The childminder makes active use of the local amenities, such as the parks and toddler groups, where the children learn to interact and play alongside their peers. She has an effective understanding of anti-discriminatory practice, enabling her to provide a service which is inclusive for all children and families. She demonstrates a genuine enjoyment for her work and is committed to improving outcomes for children. She attends regular training to update her knowledge and reacts positively to the inspection process. However, her self-reflective practice is currently limited and as a result her strengths and areas for improvement are not fully identified to further inform progress.

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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. Daily interaction, photographs and the regular sharing of the children's development files ensure that parents are fully informed about their children's day. The childminder also supports the parents where she can. For example, she collects the children from home in her car and offers flexibility with regard to times and days of attendance. The childminder demonstrates an awareness of liaising with other agencies and works with the early years settings attended by the children to provide a consistency of care and development.

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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. Information about children is initially gained from parents at the start of the placement. The childminder uses this, together with observations of her own, to identify children's starting points. Each child has a development record in which the childminder makes use of observations, assessments, photographs and examples of the children's work to plan for their progress. However, it is currently difficult to see how all the areas of learning are covered by the activities or how children's next steps of progress are planned for or achieved. Consequently, their development is not optimally promoted.

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and outcomes for children

The childminder plans activities that are purposeful and developmentally appropriate for the children she cares for. For example, they use their problem solving and imagination skills as they join together the small world roadway and discuss the different uses of the vehicles provided. When the children hold up a lorry and ask what it could be used for the childminder suggests that it could be used to transport sand. Children quickly correct her by saying 'No, sand is found on the beach' demonstrating their growing understanding of the world around them. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 They also use the recall skills as they remember regular visits to the beach with the childminder during the school holidays. Even during inclement weather they all thoroughly enjoy standing on the beach in raincoats and boots laughing at the childminder who had optimistically worn sandals. The children build their self-

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and outcomes for children

esteem as they draw portraits of themselves and the childminder takes their photographs to go on the front of their activity books. Their creative skills are enhanced as they use different materials to make painted hand prints and glittering firework pictures.

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and outcomes for children

Children's emotional development is sensitively promoted as they develop secure and trusting relationships with the childminder and their friends. They are encouraged to care for each other as they, for example, help by counting so that everyone gets an equal turn on the trampoline. The childminder acts as a positive role model and assists the children in making the right choices. Stickers are well used to encourage independence skills, such as toileting and putting their own coats on. The childminder sensitively helps children learn and understand about the society in which they live. For example, festivals, such as Chinese New Year are celebrated with fortune cookies donated by one of the parents. As a group the children also help the childminder make a welcome poster to display in the hallway, showing pictures of children from around the world and the word 'hello' in their particular language.

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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 strong attitude to healthy living as they take part in regular cooking activities. They enjoy helping the childminder to prepare their meals and take it in turn to prepare their favourite pudding of strawberries and ice-cream. The childminder has also joined the 'Change for Life' campaign developing further children's understanding of an active lifestyle. They often discuss, for example, why vitamins and irons are important in their diet. Children are becoming aware of their own safety and that of others. For example, they regularly participate in practising the emergency fire drill. The older children are also given more responsibilities, such as learning how to unlock the front door in case they need to do this in a real life situation. 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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