Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY438460 Inspection date 15/05/2012 Inspector Kelly Eyre

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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 2011. She lives with her husband and two children aged two and four years in Stevenage, Hertfordshire. The whole of the house is used for childminding and there is a fully enclosed garden for outdoor play. The family has two cats. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than one may be in the early years age range. There is currently one child on roll who is within the Early Years Foundation Stage and attends on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder is a member of the National Childminding Association.

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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 is committed to the ongoing improvement of her practice and is developing clear self-evaluation procedures to support this. These enable her to build an accurate overview of her work and to prioritise improvements. She therefore offers a childminding service which is responsive to the needs of children and their families. The childminder builds good partnerships with parents, supporting her in exchanging information and gaining a thorough understanding of each child's needs and interests. She uses this information to ensure that children's needs are met and they are offered appropriate support in order to be meaningfully included. Generally good assessment and planning procedures mean that children's development is promoted.

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further?

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

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further?

 develop further the assessment and planning procedures in order to assess children's starting points and update the next steps in their developmental progress, regularly reviewing this approach  develop further a culture of reflective practice, self-evaluation and informed discussion to identify the strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

The childminder has a good knowledge of issues relating to safeguarding children, enabling her to promote their welfare at all times. A written procedure further This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 supports this, ensuring that she can identify any children at risk and take necessary action. The childminder makes sure that all household members have undergone relevant suitability checks, further promoting children's welfare. The regular review of thorough risk assessments means that children's safety is considered in all areas. Good daily practice and ongoing explanations help children build a secure understanding of safety issues. For example, they competently explain why it is important to keep toys with small pieces away from the babies and younger children.

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the early years provision

The childminder respects each child as an individual and has a good awareness of the importance of promoting an inclusive environment. She regularly reviews her daily procedures to make sure that her practice supports this. The childminder is aware that children follow her example and so aims to be a good role model, showing care and consideration for all. Children copy this and are thereby encouraged to respect and care for each other. The childminder builds good relationships with parents, keeping them well informed of their child's progress, for example, through the use of daily diaries and messages during the day. Continuity of care is promoted as the childminder has procedures in place to work with other professionals. For example, there are procedures for exchanging information with other childminders and pre-schools. Currently, there are no children attending who have special educational needs and/or disabilities. However, the childminder is fully

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the early years provision

aware of the importance of working closely with outside agencies to support children's welfare and development.

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the early years provision

The childminder demonstrates a genuine enjoyment of her work and is committed to developing her practice. She continuously reviews her work, making changes that improve the outcomes for children. For example, recent changes include the review of all policies to ensure that these are up to date and accurately reflect children's needs. However, although the childminder has clear plans for the future, she does not fully utilise the self-evaluation process to inform the overall review of practice and the impact of changes made. Children are offered a range of activities that support their learning because the childminder uses resources well. For example, she uses facilities, such as the library and specialist sessions at local children's centres, in order to offer children further opportunities and experiences.

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and outcomes for children

Children make good progress in their learning and development because the childminder has a thorough understanding of the Early Years Foundation Stage. She assesses children as they play, building a clear picture of their developmental needs and enabling her to plan appropriate activities to support their individual development. However, this is not fully promoted because the assessment and planning procedures do not clearly show children's starting points and how their next steps are consistently updated. The childminder prioritises children's safety and their behaviour demonstrates that they feel secure. For example, they move confidently around the home, making independent choices about their play. They are therefore encouraged to take an active role in their learning and are developing positive attitudes to this. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder's thoughtful consideration of the environment helps children to

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and outcomes for children

feel valued and welcome. For example, each child has their own hand towel in the cloakroom and their own coat peg, with their artwork displayed on the wall. Further thoughtful procedures mean that children's play is enhanced and they are offered an extended range of toys and resources. The childminder has worked in partnership with another childminder to create their own 'toy library' by putting together a catalogue of the resources that they can share.

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and outcomes for children

The childminder encourages children to explore the resources and develop their own play, joining in appropriately to extend this. For example, she joins young children attempting a puzzle, encouraging them to name the animals depicted and to join in with an associated song. Children's learning is further extended as the childminder utilises incidental learning opportunities. For example, children participating in a painting activity are encouraged to name the colours and to describe the texture of the paint as they explore this with brushes and their hands. The childminder's good forward planning means that children have regular opportunities to interact with their peers, try new activities and find out about their local environment. For example, they attend a messy play session and a toddler group.

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and outcomes for children

Children's awareness of the relevance of healthy lifestyles is promoted. For example, their understanding of the importance of good personal hygiene is developed as they wash their hands, referring to the child-friendly poster to reinforce their knowledge of this area. Children's understanding of the uses of information and communication technology is promoted as they access a range of relevant resources. For example, they use interactive activity centres and an age- appropriate laptop computer. Children's emotional development is promoted and they gain skills for the future as they build secure relationships with the childminder and other children. The childminder encourages them to share and to respect each other's needs and feelings, developing their understanding of appropriate behaviour. Children's awareness of diversity is promoted as they participate in discussions and activities and access relevant resources. For

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and outcomes for children

example, they talk about other countries, discussing the cultures, traditions and climate. 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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