Childminder in Hertfordshire

Inspection date

Previous inspection date 07/11/2012 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children are happy, settled and secure as they form strong bonds and secure emotional attachments with the childminder.  The childminder extends children's learning through providing activities linked to the children's interests.  The childminder has effective partnerships with parents. They report that they are happy with the care and attention their children receive.

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It is not yet good because

 The childminder lacks knowledge of the revised Early Years Foundation Stage requirements for the children's records.  Children do not gain a thorough understanding of differences in people and communities. This is because the childminder does not make effective use of activities and resources that positively reflect diversity.  The childminder has not fully developed effective partnerships with other providers to share information and help children make progress.  The childminder has not fully developed a rigorous system of self-evaluation or a plan of continuing professional development.

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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 and routines in the front room and toured the premises.

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Inspection activities

 The inspector reviewed a sample of the policies, procedures, planning and assessments.  The inspector spoke to the childminder about her role.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two children aged five years and three years, in Hertford, Hertfordshire. The whole of the childminder's house, except for the master bedroom, is used for childminding. There is a rear garden for the children to use. The family has two dogs, one cat, a hamster and a turtle. The childminder attends the local children's centre, toy library and visits the park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently three children on roll, of these two are in the early years age group who attend for a variety of sessions, and one is a school-age child who attends after school. The childminder works all year round from 8am to 6pm Monday to Friday, except for family holidays.

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must:

 complete a daily record of the names of the children being cared for on the premises and their hours of attendance  promote positive attitudes to diversity and difference within all children and help them to learn to value different aspects of their own and other people's lives.

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

 develop further arrangements for sharing information and partnership working with other providers in order to identify all children's needs and help them make progress

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

 develop effective systems for self-evaluation that inform the childminder's priorities and are used to set challenging targets through the provision of a clear improvement plan.

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who attend

The childminder supports children's learning and development well. She is sensitive, caring and provides motivating activities that are linked to the children's interest. They go to the park to collect fallen leaves and do some bark rubbing allowing them to experience the natural environment and work on a larger scale. Children are beginning to recognise the use of technological toys as they enjoy using 'walkie talkie' radios to find each other during a game of 'hide and seek'.

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who attend

The childminder encourages children's language skills as she encourages them to listen and sustain a conversation between themselves. This increases their knowledge of the social conventions of conversation. The childminder asks thought-provoking questions and models thinking skills as she extends children's self-chosen game of building bricks with questions such as, 'How are we going to build this tunnel?'

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who attend

The childminder obtains helpful information about a child's abilities and interests from parents and makes sensitive observations of the children at play. She is beginning to use documentation such as 'Development matters' to plan further suitable activities. The childminder focuses well on narrowing any achievement gaps for individual children. As a result every child receives the necessary support to help them acquire the skills needed to secure future learning and to be ready for school. Children are generally working comfortably within the typical range of development expected for their age. The childminder currently does not childmind any children with any special educational needs and/or disabilities but she demonstrates that their needs will be adequately met. Children learn to respect each other and to make friends. They celebrate traditional festivals and are encouraged to bring events from their own cultures. The childminder provides some

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who attend

resources representing other cultures. However, there are fewer chances for children to explore similarities and difference and developing awareness about diverse experiences, to ensure that negative stereotyping is avoided.

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who attend

The childminder builds strong relationships with parents because of her flexible approach and clear lines of communication. This includes sharing with parents an informative diary, her observations of children's play and learning. She gives parents regular feedback about their child's progress in learning and development.

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

The childminder ensures that children learn to be strong and independent through the positive and consistent relationships she has developed with them. She encourages children to bring toys from home making them feel special and secure. This leads to a growth of confidence and prompts a strong sense of belonging. The childminder supports them to make choices through a suitably resourced and welcoming environment. For example, children sit together sharing the toy cars and racing them on the car mat. The 'dressing-up' clothes are displayed on a rail allowing children to use their imagination and initiate their own learning. The childminder is well deployed and uses consistently applied strategies and provides clear guidance for children about what is acceptable behaviour. They explore their ideas and the childminder assists the children to find solutions and negotiate with each other to avoid conflicts. The childminder displays a pictorial chart

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

detailing whose turn it is to do the various tasks relating to laying the table. Children successfully take turns and share the bricks. The childminder takes the children to local playgroups to help them grow in confidence in other settings and help to prepare them for the transition to school.

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

The childminder encourages the children to learn to be healthy and enjoy exercise as they ride their scooters, on the journey, to meet their friends from school. They learn personal safety as they stay close to the childminder and wear appropriate safety equipment. The childminder has put in place secure procedures to ensure the children can safely take risks in their play, such as using the trampoline. They learn that they can only use the equipment when they are fully supervised and only two children can use the equipment at any one time. The childminder encourages children to become independent in their self- care skills as they try to put on their coats and boots before going outside. They are offered healthy meals and snacks and have the chance to talk about what they like to eat during cookery activities such as making pizza.

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provision

The childminder is establishing her service and she is keen to improve. She has a suitable understanding of the improvements required and a positive vision for her service. However, she has not yet completed any self-assessment or developed a clear improvement plan. The childminder has a growing awareness of the learning and development requirements and is beginning to plan for individual children's progress. Basic systems are in place to monitor the effectiveness of the provision. The childminder attends the childminding group located at the local children's centre for advice and guidance from other childcare professionals. She regularly supplements her resources through the local toy library which gives her ideas to extend the learning opportunities available to the children. Her knowledge of the safeguarding and welfare requirements is satisfactory. The childminder has undertaken training to safeguard children and is aware of the reporting

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provision

procedures to protect children from abuse. However, some records are not suitably maintained to fully promote the security of the children. For example, the register of children's attendance is not fully compliant with the requirements.

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provision

The childminder is developing a satisfactory relationship with the other provisions that the children attend. However, this is linked to children's care needs rather than sharing information on each child's learning and development. This hinders a consistency of care between settings. Parents report they receive a good service from the childminder and their children are eager to attend.

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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:

 keep a daily record of the names of the children looked after and their hours of attendance (applies to both parts of the Childcare Register).  keep a daily record of the names of the children looked after and their hours of attendance (applies to both parts of the Childcare Register).

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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 EY445004 Local authority Hertfordshire Inspection number 800049 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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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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