Oram, Gemma Louise

Inspection date

Previous inspection date 02/10/2012 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Teaching practice is very good and the childminder has an extremely good knowledge and understanding about how young children learn through play and free-flow investigation. She provides a stimulating, fun environment which enables children to make progress across all areas of learning.  A well-established settling in system and excellent partnership working with parents makes sure that the children are confident in the childminder's care and clearly supports continuity of care.  The development of children's positive behaviour is very good. The childminder is a calm and positive role model for the children. She encourages them to learn about caring for each other and taking turns, helping them to develop positive attitudes and dispositions to each other.  The provision of healthy options at snack and meal times enables the children to try foods from around the world. They enjoy tasting different foods and the childminder

p.1

This provision is good

plans menus to help the children thrive.

p.1

It is not yet outstanding because

 Opportunities for children's home cultures to be reflected in the setting are not yet fully embedded.  Opportunities with regard to short term planning clearly including how resources are used to support future learning are not yet fully established.

p.1

Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the main play areas indoors and the outside along with discussions with the childminder and chatting to the children.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of the childminder and her partner.  The inspector discussed how the childminder reflects on her practice.

p.2

Inspection activities

 The inspector took account of the views of parents who had written information about the childminder's service.

p.2

Information about the setting

The childminder was registered in 2010. The childminder lives with her partner and their daughter aged three years. They live in a residential area of Bishop's Stortford, Hertfordshire. The children use the whole of the house. There is a fully enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There are currently two children on roll and both were present during this inspection. The childminder offers care each week day, all year around. The childminder is a member of the National Childminding Association.

p.2

To further improve the quality of the early years provision the provider should:

 enhance planning for children's next steps by adding more detail about how resources will be used to support children's continuing progress

p.3

To further improve the quality of the early years provision the provider should:

 develop further opportunities for children to share their home languages and customs through dual language books and activities which investigate their home cultures and celebrations.

p.3

who attend

The childminder has a clear understanding about how young children learn through a balance of adult-led and child-initiated activities. She works closely with parents to establish her understanding about each child's starting points; helping her to support the children to make progress across the different areas of learning. The childminder provides daily diaries and learning journals for each child. These include observations of what the children enjoy doing and are achieving. Parents are enthusiastically encouraged to share learning which occurs at home, including milestones achieved. The childminder then uses this information along with her own observations to plan future learning opportunities. Teaching methods are good and effectively support each child.

p.3

who attend

The childminder has a wide range of interesting and exciting resources and toys which stimulate the children's interest and participation. She makes sure that the children can take part in learning opportunities both inside and outside. Trips out and about further enable the children to learn about the local area where they live through first hand experiences. The childminder makes sure that regular observations identify the progress each child is making, and this enables her to identify any gaps in learning so these can be addressed and closed accordingly. Currently the children on roll are working to the expected bands and in some areas, such as physical and communication, they are exceeding expected levels of progress. The childminder has high expectations and provides a learning environment which supports and encourages children to try things for themselves and develop positive attitudes and dispositions to learning, without fear of

p.3

who attend

Children are competent communicators, they enjoy copying familiar expressions, such as 'all gone' or 'oh dear'. They also imitate words spoken by the childminder, all of which is enabling them to develop skills to support future learning. Children demonstrate their growing concentration as they take time to examine toys, including those with lift up flaps and buttons to press. They clearly show that their physical skills are well developed, moving around safely, turning pages of books and demonstrating control when using single handed tools, such as role play props and cutlery at meal times. Attention to language development is very good and the childminder talks with the children, asking them open questions and using intonation which encourages them to respond and interact extremely well. Behaviour is good and the children show care and consideration for each other; by passing toys or comforters. Those from differing cultural backgrounds play in

p.4

The contribution of the early years provision to the well-being of children

The childminder's home is warm and welcoming. The organisation is very good, with child- height storage and furniture enabling the children to make their own choices and selections in safety and comfort. Attention to making sure that her home is safe and secure means that the children remain protected from harm as they move freely around the childminder's home. Access to the outside area further enhances learning opportunities as the children enjoy playing in the fresh air throughout the changing seasons of the year. Children show that they are clearly settled and happy in the childminder's care. They respond warmly to her and each other. The childminder supports a small number of children for whom English is an additional language. She talks with parents prior to placement to acquire key words to help the children settle in. Whilst these children understand English and have access to books and the printed word, access to

p.4

The contribution of the early years provision to the well-being of children

books and resources reflecting their home language and cultures is not fully reflected within the setting, impacting on them being able to fully share their differing cultures and customs with their peers. Time taken prior to placement, including settling in visits, helps the children to make smooth transitions into the childminder home and care and information sharing with parents about specific care and learning needs helps the childminder to provide very good continuity of care for each child.

p.4

The contribution of the early years provision to the well-being of children

The childminder has very good hygiene routines in place, including those for food hygiene and nappy changing. The children learn from this, washing their hands at pertinent times in order to protected themselves from germs. The childminder provides meals and snacks for the children which meet their individual dietary needs and helps them to thrive. Children enjoy the healthy options and learn about healthy eating as part of maintaining a healthy lifestyle. Children clearly relish playing outside. They have fun in the garden, developing their coordination and physical skills. They also have plenty of opportunities to make trips in the local area, including to the forest, toddler groups and soft play centres. These activities help the children to socialise with others and use apparatus and their developing physical skills on a larger scale than is possible in the childminder's home. Children learn to keep themselves safe. For example moving safely both inside and

p.4

The contribution of the early years provision to the well-being of children

outside. Using toys and utensils with care and practising fire evacuation or road safety. These experiences help children to develop positive attitudes to staying safe and sound.

p.5

provision

The childminder has a clear understanding about the importance of criminal record bureau checks. She has completed safeguarding training and knows how to make a referral to relevant agencies should she have a child protection concern. All required documentation is in place and updated regularly. The childminder keeps records secure and respects confidentiality. A wide range of pertinent policies and procedures have been implemented in practice. These are shared with parents in order to promote the smooth running of her setting and provide a positive experience for the children.

p.5

provision

Partnership working is a particular strength. Discussions with parents are purposeful and impact exceedingly well on the subsequent care offered and received by the children. Parents are kept extremely well-informed about their child's progress within the Early Years Foundation Stage. The childminder has also develop partnerships with other early years professionals, such as staff at the local pre-school which her own child attends. This means that once the minded children begin at the pre-school, the childminder will work with their key person so that all parties involved can build on what the children know and can do. Parents report that the childminder is very approachable and they are impressed with the learning activities and outings their children enjoy. The described their children as settled and confident in the care of the childminder and that they would recommend her to other families.

p.5

provision

The childminder supports children well in making good progress across the different areas of learning, given their abilities and starting points. She monitors the delivery of the educational programme within her setting. The childminder makes observations of the children and uses these to help think about future learning opportunities. However, whilst planning includes the children's next steps for learning, detail about how activities are used to support progress is not always clearly defined in order to plainly identify how children continue to be challenged effectively.

p.5

provision

The childminder reflects on her practice using parental questionnaires and networking with other childminders. This practice helps her to continually identify areas for improvement and meet user needs. For example, parents recently requested opportunities for family members who live further away to be included in the children's learning and development. This has led to the childminder devising an email service which enables her to send photographs and information to other family members involved in the child's life. The childminder strives to make sure that her setting remains sustainable.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.6

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.6

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.6

Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.6

Setting details

Unique reference number EY417718 Local authority Hertfordshire Inspection number 760810 Type of provision Childminder Registration category Childminder Age range of children 3 - 2 Total number of places 5 Number of children on roll 2

p.7

Name of provider

Date of previous inspection Not applicable

p.7

Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.7

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.7

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.7

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

p.7

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9