Childminder in Hertfordshire

Inspection date

Previous inspection date 22/10/2012 27/01/2009

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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

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This provision is satisfactory

 Children feel safe with the childminder who provides a caring environment where children feel happy and secure in her care.  The childminder organises her time so she is always available to interact and support children's play throughout their daily routine.  The childminder asks open ended questions to develop children's language through their play. They are encouraged to make choices and take decisions. This promotes their confidence and helps to develop their self-esteem.

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It is not yet good because

 The childminder has allowed her first aid certificate to expire.  Observation, assessment and planning systems are not secure enough to give the childminder enough information about what children know and can do to effectively plan the next steps for individual children across all seven areas of learning.  Strategies to effectively gather initial information from parents about their children, including their starting points, and to engage parents in their children's learning at the setting and at home, are not fully established.  Processes for monitoring the quality of the provision have been introduced but these are in the early stages of development and are not sufficiently robust to secure future improvement.

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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 living room.

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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 learning journeys, planning documentation and a range of other documentation including a selection of policies and children's records.  Views of parents were taken from parental references.

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Information about the setting

The childminder was registered in 1992. She lives with her husband and two adult children in Abbots Langley, Hertfordshire. The whole of the ground floor of the property is used for childminding. 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 family have two rabbits as pets. 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, and they attend on a part-time basis. The childminder also offers care to children aged over five years.

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must:

 make systematic observations of children's learning to accurately assess their progress across all seven areas of learning in relation to their age and stage of development and use this information to effectively plan the next steps in their learning  complete a paediatric first aid course that is approved by a local authority.

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

 develop further systems to more effectively gather initial information from parents about their children, including their starting points and to extend ideas to help parents engage in their children's learning at the setting and at home

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

 review and develop further systems for self-evaluation so they are effective and rigorous and are used to set challenging targets for future improvement.

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who attend

Children have an enjoyable time in the childminder's care and are confident as they move around the home, selecting toys and engaging in play. The childminder has a sound knowledge of the areas of learning and provides a range of activities that capture overall children's individual interests and abilities. Simple observation and assessment systems are in place although these do not clearly show how individual children are progressing. Also, the information is not effectively used by the childminder to identify children's next steps so she can effectively plan future activities and play experiences to support children fully in their learning. Consequently, although children make satisfactory progress in their learning, the educational programme is not secure enough to ensure any gaps in their learning are swiftly identified and addressed. The childminder is aware of the progress check at age two and is developing systems to ensure this can be completed

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who attend

appropriately. There is a mixture of adult-led and child-initiated play and children can make independent choices in their play with the environment organised so that many resources are child- height and easily accessible. For example, low level shelving units in the living room enable children to easily access some resources. Children engage in imaginative play and enjoy using the play kitchen to 'make' cups of tea for everyone. They develop confidence holding a crayon when drawing and enjoy making circular patterns. They concentrate hard when colouring in pictures of favourite characters from books.

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who attend

Children enjoy their surroundings. Toys and resources on offer overall support their developing needs although the childminder does not consistently plan how to use them to ensure children are effectively challenged in all areas of their learning. Despite this, children are happy and engaged and the childminder supports children well in their play. She encourages their conversation to support their language and communication development. For example, when walking to the village they talk about the different things they see, such as passing cars or dogs. Regular story times also support children's early communication skills. Children select their favourite books and enjoy looking at the pictures with the childminder.

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who attend

The childminder works with parents to meet children's learning and development needs. She ensures information is verbally shared on a daily basis about children's progress and achievements. However, systems for gathering initial information about children's starting points and then extending ideas to help parents engage more effectively in their children's learning at home, and at the setting, are not fully established.

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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. She takes time to talk with children and listen to what they have to say and this helps children to feel valued. Children are confident to explore and investigate the familiar surroundings but also enjoy returning to the childminder to show her toys or to sit on her lap for a story. Behaviour is managed in a positive manner with regular praise and encouragement from the childminder. Through discussion children are learning how to share and to take turns and are beginning to understand how their behaviour can have an impact on others. For example, if they throw a toy, the childminder sensitively discusses how it could hurt someone if it knocked them.

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

Through the daily routine children are beginning to learn about the importance of simple, personal hygiene routines, such as hand washing before eating or after playing outside. They are developing an understanding of healthy eating and through some activities and discussion, they learn about the benefits of eating healthy foods. For example, in the summer they enjoyed visiting a farm and picking strawberries and talked about the reasons why fruits and vegetables are good for their bodies. Regular outings to parks and play spaces enable children to practise their large physical skills, which also promotes their health and well-being. Children's safety is protected and they are beginning to develop an understanding of how to keep safe, such as when they discuss road safety when out walking.

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provision

The childminder has worked hard to develop a sound understanding of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has a safeguarding policy in place and has relevant reference materials to hand should she need to seek advice or make a referral. She understands the procedures to follow should she have a child protection concern as she has recently completed a safeguarding children course. However, one of the safeguarding and welfare requirements of the Early Years Foundation Stage is not met as the childminder has overlooked updating her first aid knowledge and her first aid certificate has recently expired. The impact on children's health is minimal though as the childminder has previously completed first aid training and she is to attend an appropriate course in the very near future. The environment in which children are cared for is safe as the childminder closely supervises

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provision

children. Risk assessments are established and take account of all areas children have access to and the process is effective in identifying and minimising risks to children and keeping them safe.

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provision

The childminder has many years' experience caring for children and shows a commitment to wanting to provide a quality service. She is generally aware of her strengths and some of the areas requiring further development, such as improving the implementation of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She has begun to monitor the quality of the provision through introducing a self-evaluation system. However, this is still in the early stages of development and does not clearly identify priorities, such as highlighting the need to renew her first aid knowledge before her certificate expired. The childminder fully understands the importance of continuous professional development and has attended some early years short courses and workshops, such as a food hygiene course. She has identified further training she would like to complete including attending a workshop on

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provision

the revised Statutory Framework for the Early Years Foundation Stage which will improve her knowledge and have a positive impact on children. She has prioritised completing a first aid course.

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provision

Partnerships with other providers delivering the Early Years Foundation Stage are in place with effective links being forged with local schools and nurseries to ensure continuity in children's care and learning. The childminder also works in partnership with others and has developed links with a nearby children's centre.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 maintain an appropriate first aid qualification (Welfare of the children being cared for)(also applies to the voluntary part of the Childcare Register)  take action as specified for the compulsory part of the Childcare Register (Welfare of the children being cared for)

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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 129755 Local authority Hertfordshire Inspection number 817875 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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