Childminder in Hertfordshire

Inspection date

Previous inspection date 11/09/2012 Not Applicable

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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

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This provision is good

 Children are offered a good balance of learning opportunities that support their individual learning needs and interests.  Children are happy and settled in the childminders care. They develop their independent learning skills as they move freely and choose toys.  The childminder has many years experience in childcare and this is evident in her good organisational skills and her ability to differentiate activities to meet the needs of children of various age groups.  Effective partnerships with parents enables a good two way flow of information sharing regarding children's progress and all events of the day.

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It is not yet outstanding because

 Children do not have enough opportunities to handle and explore a variety of objects and natural resources that help them learn about the world in which they live.

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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.

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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.

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Inspection activities

 All details held about the provision were checked prior the visit.  Parent's views were gathered through recent written questionnaires.  The inspector sampled children's information and development records.

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Inspection activities

 On-going discussion and joint observation took place with the childminder throughout the inspection. Safeguarding was discussed with the childminder and her policy was sampled.

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Inspection activities

 The majority of the inspection was spent with the childminder in the living room, observing the childminders practice and the children she was caring for.

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Information about the setting

The childminder registered in 2012 and lives with her daughter, who is over the early years age range. They live in the Forest Hill area of the London Borough of Lewisham. Children have access to all areas of the home, except the balcony. There is a communal garden available for outside play. The home is on the third floor and is accessible via stairs. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder currently has seven children on roll, of these, four are in the early years age range. Children attend a variety of sessions. The childminder operates from Monday to Friday, all day, all year round. The childminder holds a level 3 qualification in childcare and education.

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who attend

Children are making good progress in the childminder's care. They enjoy a good balance of learning opportunities, including free play, adult-led activities and frequent outings to the park and places of interest. The childminder has established secure methods of tracking children's progress. She obtains information from parents about children's individual needs and starting points. Photos and samples of children's artwork support regular observations of children's progress. The childminder assesses children's progress under all areas of learning, sharing this information with parents and together they agree children's priorities for learning. The childminder organises the educational programme very well. She devises a weekly timetable of activities and outings that reflects the needs, interests and abilities of the children of various age ranges who attend each day.

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who attend

Children are active learners. They concentrate well during their play and keep trying until they reach their aim, for example when completing puzzles or trying to roll out the play dough. The childminder supports children well as she skilfully encourages them, allowing them time to complete their task. As a result, children are happy with their own achievements and are becoming confident learners.

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who attend

Children are supported well in developing their communication and language skills. They freely engage in conversations with the childminder who is in tune with their attempts at speaking. In addition, children keenly repeat words said by the childminder during play and while reading stories and looking at picture books, this extends children's vocabulary well.

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who attend

Children engage in a variety of activities to promote their physical skills, including music and movement sessions in the home and regular outings to use the climbing apparatus in the park. They show increasing skills in handling tools, for example, while using cutters and pattern making tools with the play dough and while using cutlery at mealtimes. Children enjoy counting with the childminder during everyday activities and recognise that some toys are the same. For example, while using the village play set they found the dogs and cats and counted them with the childminder. They also develop their awareness of technology as they use the operational accessories in the village set, making a variety of sounds from the environment. Children learn about nature and living things while on outings to the park and local museum. However, they have fewer opportunities to explore, handle and closely observe a variety of objects that excite their curiosity while playing in

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who attend

Children show a keen interest in books and choose books to read with the childminder. They make good links as they point to the clock in the book and then point to the clock in the room for example. They concentrate well and respond to challenging questions asked by the childminder. Children have good opportunities to develop their skills in expressive arts and design as they participate in activities using paint, collage and drawing materials. The childminder shows an awareness of helping children to prepare for their transition to school and provides more structured activities that extend their learning well. During the school holidays, children enjoy more extensive outings. They engage in exciting activities, such as blackberry picking, then making pies to eat for their tea. Overall, children are making good progress in all areas of learning.

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

Children quickly develop secure attachments with the childminder. Younger children freely climb on the childminder and snuggle in for stories. They clearly express their needs, for example if they want a particular toy or need their nappy changed; this shows that they feel safe and secure. The childminder supports children's personal, social and emotional skills well. She ensures that children learn about expectations of their behaviour and safety during everyday experiences, such as helping to tidy away toys and walking sensibly down the stairs. The childminder gives children lots of praise for their efforts and achievements by the childminder, re-enforcing their good behaviour. Children develop their social skills as they all sit at the table and eat together after school. Younger children participate in outings to children's groups where they can socialise with other children. Good systems are in place to support children who are settling into the childminder's care

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

and for those who have recently transferred to school. The childminder has established good links with the school and ensures a three-way flow of information sharing between the parents, school and her childminding service.

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

Children gain regular exercise and fresh air as they stop at the park on the way home from school, this enables them to run freely and use a range of physical play equipment. They childminder takes children to the local adventure playground where they can use a range of challenging play structures that promote their physical skills. Children enjoy a nutritious diet of home cooked meals and snacks that include lots of fresh fruit and vegetables; this enables children to develop healthy eating habits.

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

Children benefit from access to a broad range of resources that promote all areas of learning. All toys are stored in low-level units and clear containers, enabling children to make choices and follow their own interests during play. Toys and books are of good quality and the home is clean and well maintained. The learning environment is well organised with plenty of clear play space for children to move freely and safely. Parents' notice boards, posters and photos create a welcoming environment for children and parents. The childminder supports children's physical care needs well with a good range of child-sized furniture and equipment.

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provision

Good systems are in place to help safeguard children and promote their welfare. The childminder shows high regard to promoting children's safety. She conducts regular risk assessments of the home and prior to outings. Children learn about safety, for example, they are familiar with the emergency procedures and put toys away after use so that younger children can walk safely. The childminder has attended recent safeguarding training so that she knows what to do if she has any concerns regarding children's welfare. She has devised a broad range of policies and procedures that are in line with the current requirements. The childminder shares information about her policies with parents and ensures that she completes all required documentation appropriately. This helps to safeguard children's welfare as clear records are available in each child's file.

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provision

The childminder shows a clear understanding of the learning and development requirements. This is evident in her practice with children as she supports their learning well. She also keeps accurate assessments and ensures the educational programme promotes all areas of learning and development.

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provision

Self-evaluation is embedded in the childminders practice. She shows a clear awareness of the quality of her service, including her strengths and areas that she plans to improve. She actively seeks the views of parents and is quick to respond to any queries raised by parents about her policies and procedures. In addition, she shows an awareness of her own professional development and is currently undertaking training courses that will support the management of her service.

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provision

Partnership with parents is strong. The childminder uses a variety of methods to ensure communication with parents is effective. This includes recording information for each child in a daily journal about all events of the day, chats with parents when children are collected, emails and phone calls. The childminder keeps parents well informed about their children's progress through regular assessment reviews. She seeks parent's views through questionnaires relating to all aspects of her service. Parents report that their children love coming to the childminder and that the care is tailored to meet their children's needs and they enjoy lots of activities.

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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

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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.

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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.

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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.

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Setting details

Unique reference number EY444177 Local authority Lewisham Inspection number 784884 Type of provision Childminder Registration category Childminder Age range of children 0 - 0 Total number of places 5 Number of children on roll 7

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Name of provider

Date of previous inspection Not applicable

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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.

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Type of provision

For the purposes of this inspection the following definitions apply:

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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.

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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.

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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.

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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,

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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’.

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Type of provision

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

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