Childminder in Hertfordshire

Inspection date

Previous inspection date 11/10/2012 26/11/2009

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Opportunities for children to investigate a wide range of toys and resources covering different areas of learning are satisfactory.  Children enjoy warm and caring relationships and interaction with the childminder and her family.  The childminder has devised a range of pertinent policies and procedures in order to promote the smooth daily running of her provision.

p.1

It is not yet good because

 The balance of adult-led learning opportunities, essential for children's development, is not clearly planned for or embraced.  Opportunities are not fully embraced for those children who speak English fluently but who have dual heritage to access resources which enable them to explore that part of their home culture.  Self-evaluation processes do not yet include the views of children and their parents in order to ensure she continues to meet user needs.

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 children engaging in activities in the main play area and discussed the children's progress with the childminder.  The inspector reviewed letters sent in by the parents for the purpose of inspection.

p.2

Inspection activities

 The inspector also reviewed documentation and suitability checks maintained by the childminder.

p.2

Information about the setting

The childminder was registered in 2000. She lives with her husband, their three adult children and children aged 14 and 12 years in a residential area of Letchworth, Hertfordshire. The children use the downstairs of the property and there is a fully enclosed garden available for outdoor play.

p.2

Information about the setting

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There are currently seven children on roll. There was one child present during this inspection in the early years age group. The childminder offers care each week day all year around. The childminder is a member of the National Childminding Association.

p.2

must:

 make sure that children receive planned positive adult-led learning opportunities, to balance the current child-initiated activities, in order to respond to their emerging needs and interests.

p.3

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

 develop opportunities for children who speak English fluently to explore their home cultures, heritages and language; for example, by exploring artefacts, listening to music and accessing dual language books

p.3

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

 develop further the current systems of reflective practice and self-assessment to take account of parent and children's views, in order to secure continuous improvements based on user needs.

p.3

who attend

The educational programmes provide a variety of experiences across the seven areas of learning and generally help to promote children's learning. The childminder understands that very young children need to acquire skills in the prime areas of learning in order to establish foundations for future learning and development. The childminder uses photographs to record observations of the children and these are shared with parents as electronic files or picture discs. She talks with parents, at the time of placement, in order to learn about what children can do, their likes and dislikes, fears and interests. This then enables her to provide toys and resources that they want to play with and explore. This information also enables the childminder to check any gaps in their learning; she provides appropriate support for all children who subsequently make satisfactory progress given their age, ability and starting points. Parents are provided with adequate verbal

p.3

who attend

information regarding how their children's care needs have been met and what activities they have enjoyed.

p.3

who attend

Through discussion the childminder demonstrates a sound understanding about how children learn through free-flow play. However, whilst emphasis is placed on this, adult-led opportunities are not yet fully embraced. This impacts on opportunities for the children to receive a balanced approach to their learning which includes planned focussed guidance by the childminder. There are adequate systems in place to support children with additional needs and those who speak English as an additional language. However, those children who speak English fluently but whose background is dual heritage do not have regular opportunities to equally explore the home cultures relating to both sides of their family heritage. This hinders them from discovering and gaining a balanced understanding about their background and other customs linking to this.

p.3

who attend

There are sufficient resources to promote children's learning and development. The children interact positively and are able to make some choices for themselves due to the provision of child-height storage. The childminder uses a reasonable range of teaching methods, including intonation and facial gestures which gains the children's attention and interaction. Children show that they feel secure as they move around the family home freely and with some confidence. They are beginning to use their imagination and show their growing understanding about speaking and listening, for example, as they engage in make believe games, such as calling mummy from the play mobile telephone. They press the buttons using one finger and then hold the phone to their ear and babble away. Children concentrate as they use small world play resources placing plastic figures into various vehicles. Behaviour is positive and the childminder takes a fair and realistic

p.4

who attend

approach to managing the children in her care. As a result they are developing reasonable attitudes and dispositions to sharing, taking turns and thinking of others.

p.4

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

Children interact warmly with the childminder and there is a positive atmosphere in her home. Children also respond warmly to members of the childminder's family. Care practices are sound, for example nappy changing procedures are in place which limits the spread of infection. Visual aids in the bathroom remind older children about the importance of washing their hands. The parents provide packed lunches for the children which are healthy and varied. The childminder makes sure that any high risks foods, such as meat, is stored correctly. Water is available for the children at all times to make sure that no one is ever left thirsty.

p.4

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

The childminder has developed appropriate partnerships with other settings the children attend, such as the local primary school and pre-school. These partnerships help the children to make generally smooth transitions and enable the childminder to build on what the children know and can do.

p.4

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

Opportunities for the children to enjoy fresh air and exercise are satisfactory. When making visits to the local park or toddler groups, they are able to develop their physical skills on a larger scale than is possible in the childminder's home. These visits also enable them to socialise with other children and adults, and learn about the world on their door step. The childminder uses a sound range of praise and encouragement helping to build the children's confidence and self-esteem. Her positive attitude helps the children to settle in her care. Overall, babies and very young children's health, physical and dietary needs are adequately met. When out and about they practise road safety and learn about the dangers of talking to strangers or stroking dogs they do not know. In addition, regular evacuation is undertaken with all children helping them to learn how to respond in an emergency situation. Most children are developing a sense of how to stay safe within the

p.4

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

setting. Very young children are starting to develop a sense of security and confidence within the setting due to generally good interaction.

p.5

provision

The childminder has a secure understanding about the signs and symptoms of abuse or neglect, and she knows how to make a child protection referral if she has a concern. Safeguarding procedures are secure and all the required checks have been carried out. A range of policies and procedures have been put in place which are appropriate and help with the smooth running of her setting. The childminder knows that she must meet the learning and development requirements, along with the safeguarding and welfare requirements. She has attended some training in order to update her knowledge about the revised Early Years Foundation Stage.

p.5

provision

The childminder maintains an acceptable dialogue with parents about their child's progress. On occasion, parents share milestones their children have reached with the childminder. The childminder takes this information into consideration when thinking about the resources she makes available, as these are changed to provide variety. For example, when a crawling baby begins to stand and walk resources to support this are in place, such as doll prams and other resources or furniture the baby can steady themselves on or walk and push in front of them. Parents report that their children are happy and settled. They find the childminder approachable and trust her when leaving their children in her care. They would recommend her to other families without hesitation.

p.5

provision

The childminder talks with other local childminders in order to keep up-to-date with any changes in legislation or practice. She reflects on her practice from time to time and monitoring and analysis is adequate overall. However, she has not yet fully embraced seeking the views of children and their parents, in order to make sure that the development of her provision continues to effectively meet user needs. The provider is taking steps to ensure resources and the environment are 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.5

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 149385 Local authority Hertfordshire Inspection number 817914 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.6

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.8

Type of provision

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

p.8