Childminder in Hertfordshire

Inspection date

Previous inspection date 25/10/2012 05/01/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 Regular praise and encouragement from the childminder promotes children's sense of achievement and helps to develop their self-esteem.  Children's language and communication skills are promoted well as the childminder supports children in their play, engaging them in conversation and listening to what they have to say.  The childminder creates a stimulating environment with activities that capture children's interests.  Children make secure attachments with the childminder. This means they are confident and ready to engage in learning through play.  The childminder has a secure knowledge of the Early Years Foundation Stage and she uses this to ensure children's care and learning are positively supported and their individual needs are met.

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It is not yet outstanding because

 Strategies for parents to contribute to their child's learning and development record are not fully established.

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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

 The inspector observed activities in the childminder's home including the lounge and the playroom/conservatory.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's observation and assessment records and a range of other documentation including a selection of policies and children's records.  Views of parents were taken from parental questionnaires.

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Information about the setting

The childminder was registered in 2008. She lives in Croxley Green, Hertfordshire with her husband and two children aged five years and eight years. The whole of the property is used for childminding and there is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently three children attending who are within in the Early Years Foundation Stage. The childminder also offers care to children aged over five years. She is a member of the National Childminding Association.

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

 develop further systems to encourage parents to take a more active role in their child's learning through providing opportunities for them to contribute to their child's learning and development record.

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who attend

Children have an enjoyable time in the childminder's care and are making good progress in their learning. They are well supported by the childminder, who is fully aware that children learn through play. She ensures activities are adapted to meet the individual developmental needs of each child. Children's achievements are closely monitored by the childminder. This gives her a secure knowledge of the progress children make in their learning and development. She completes regular observations of children's developmental achievements and assessment systems show children's progress. The information gathered is then used to plan future play experiences to fully promote children's learning.

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who attend

The indoor and outdoor environments are organised so they contain resources which are appropriate, well-maintained and accessible to children. Space is planned so that it can be used flexibly and a varied range of activities are provided. Children confidently make choices, seeking out their favourite toys to play with. For example, they enjoy looking at an interactive book, confidently turning the pages and responding with great excitement when they press various buttons which makes different sounds and noises. Children's language and communication skills are promoted well. The childminder supports children in their play and engages them in conversation, such as when she discusses the pictures in the book and they talk together about the sounds and noises the different buttons make. Children use their imaginations when playing with the trains and concentrate hard as they try to fit the track pieces together. They are praised by the childminder when they

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who attend

succeed which develops their self-esteem and sense of achievement.

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who attend

Children have an enjoyable time in the childminder's care and enjoy expressing themselves creatively. They participate on a regular basis in a variety of art and craft activities, such as painting, drawing and colouring and cutting and sticking. They are given regular opportunities to engage in messy play when they are able to use all their senses to explore materials. They enjoy the malleable properties of play dough as they mould and manipulate it into various shapes and the sensory and exploratory aspects of jelly play.

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who attend

The childminder works closely with parents to meet children's learning and development needs. Children's progress and achievements are regularly discussed and parents have opportunities to see their children's development books on a daily basis. However, the childminder has not developed a system so parents can actively contribute to these to fully promote their child's learning.

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

Children form secure emotional attachments to the childminder, who is a good role model. From an early age children's independence is encouraged and they are confident to make choices in their play. The organisation of the environment supports children's all-round development and emotional well-being. Children show enthusiasm for learning as they move around the play areas and make their own discoveries within the childminder's home. Regular outings, such as visits to the library or to toddler groups help develop children's social skills.

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

Children's behaviour is managed in a positive manner with regular praise and encouragement from the childminder. Through discussion they learn how to behave well because they learn simple house rules, such as sharing and taking turns. Health and well- being are promoted effectively through regular routines, such as ensuring hands are clean before eating. Plenty of fresh air and exercise keep children fit and develops their confidence in all aspects of physical development. They are learning that exercise can be fun as they enjoy going for walks, playing in the garden and have regular visits to children's parks.

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

Children learn about the benefits of healthy eating, such as when they visit the greengrocers to select and buy fruit and vegetables and talk about the benefits of healthy eating. Children's safety is promoted and they are developing a good understanding of how to keep themselves safe. When out walking, they learn about road safety and how to stay safe when crossing the road. At home, they learn how to play safely, such as discussing ways to go up and down the step between the living room and the playroom so they do not fall and hurt themselves.

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provision

The childminder has worked hard to ensure she has a secure knowledge of the revised Early Years Foundation Stage framework and this is reflected in her practice. She fully understands the importance of continuous professional development and has completed a selection of early years workshops. She has identified further training she would like to complete to enhance her practice and have a positive impact on children. The childminder is committed to providing a good quality service and has systems in place to monitor the quality of the provision. She regularly reviews and evaluates her practice and updates all documentation including the settings written policies and procedures. She is also proactive in seeking the views of others, such as parents, and one way this is achieved is through the use of written questionnaires. Consequently, she is fully aware of what her key strengths are, as well as the areas she wishes to develop further to sustain

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provision

The childminder has a secure knowledge of child protection procedures to protect children's welfare. She has an informative safeguarding policy in place along with relevant guidance leaflets and contact information. She has also recently completed a safeguarding children course. The childminder has a clear understanding of issues relating to safety and children are cared for in a safe and secure home. Close supervision by the childminder and ongoing visual assessments ensures the environment remains safe. Written risk assessments are also in place which identify potential hazards and detail how they are minimised to keep children safe.

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provision

Purposeful relationships with other providers delivering the Early Years Foundation Stage are in place. For example, the childminder works in close partnership with another childminder who shares the care of one of the minded children. They have devised highly effective systems to ensure they work together to ensure continuity for the child they share the care of to promote their care, learning and development. The childminder has also developed links with the local school and nursery children attend. She closely liaises with others, such as the nearby children's centre and she is a member of a childminding group.

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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 EY375419 Local authority Hertfordshire Inspection number 884983 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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