Childminder in Hertfordshire

Inspection date

Previous inspection date 14/11/2012 13/01/2009

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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

 Children settle in quickly and are happy. They build strong relationships with each other and the childminder so that they feel secure.  The childminder is a good role model and spends valuable time with the children, positively engaging with them at all times. Children's starting points are well known and children's interests are effectively used to ensure they enjoy their time spent with the childminder.  Positive behaviour strategies are used so that children learn right from wrong and know how to behave towards each other.  Partnerships with parents are valued and information gained is well used to support children's well-being and learning.

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It is not yet outstanding because

 The childminder demonstrates a sound commitment to improvement, although the process of self-evaluation is not sufficiently rigorous to identify all areas for development in her practice.

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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 the children's activities in the childminder's home, which included meal times.

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Inspection activities

 The inspector looked at children's assessment records and discussed with the childminder at appropriate times how she is using these to support children's individual learning and development.

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Inspection activities

 The inspector gained information from parents by reading references written by parents for the inspector.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is a former nanny. She lives with her husband and child aged six years in North Watford, Hertfordshire. The whole of the childminder's house is used for childminding. There is a secure garden for outdoor play. The family have fish as pets. There are currently three children attending who are within the Early Years Foundation Stage. The childminder 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:

 further develop the self-evaluation process to take into account views of parents and children and use this to identify areas to develop, such as, fully supporting younger, active children's sensory development.

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who attend

The childminder has a good understanding of the revised Statutory Framework for the Early Years Foundation Stage (EYFS) and has a clear understanding of how children learn and develop. She effectively uses her broad experience as a nanny to engage children in activities and experiences that appeal to their interests. As a result, children develop a positive attitude to learning and are keen and motivated to learn. There are clear systems to assess children's starting points including home visits made by the childminder. She effectively uses information gained to plan for children's developmental stages and their interests. All observations and assessments inform her planning and the next stages are identified. The childminder intends to consolidate the use of documentation such as 'Development Matters in the EYFS' to further enhance her assessment procedures. There is a close relationship with parents so that they can be fully involved in their children's

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who attend

learning. For example, detailed learning journals, informal discussions and care diaries effectively contribute to the continuity of care and learning between the childminder and the children's parents.

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who attend

Children enjoy a good mix of free play and adult-initiated activities, such as the making of many art and craft artefacts. These support the development of children's early writing skills. The activities that children enjoy are achievable yet challenging, such as painting sessions when all children including very young children are fully included. The childminder has a good knowledge of each child which allows her to plan for different abilities. She recognises the need to look at the impact of different learning styles, particularly for more active learners, so that all children are fully supported in their learning and development. The childminder recognises the importance of allowing children time to practise and develop skills. For example, she naturally joins in with their play and is aware of the need to sit back and allow children to persevere alone. This supports children's independence. Children are able to freely explore and investigate the resources

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who attend

set out for them such as small world figures and magnetic cars. They develop a sense of achievement as they discover that the cars fix together. This means that children make connections in their learning when they carry out the activity. They show delight in concentrating on the task. Younger children explore bricks and enjoy the sounds that they can create. Sensory items are not yet routinely provided to younger, active children so that they can explore a range of materials.

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who attend

Praise and encouragement throughout the children's day promotes their self-esteem. The childminder is a natural communicator with children. She skilfully challenges and extends children's thinking by asking open questions. Toddlers are supported in their development of language by talking about what they are doing and repeating what other children say. Stories and library visits encourage a love of books and help children to understand that print carries meaning. Children are able to choose their own books to enjoy at the childminder's home or in their own homes. Young children enjoy marching to music and joining in with songs, such as 'The grand old Duke of York' and 'Row, row your boat'. They attempt to sing the words and parents state that they often sing the songs learnt with the childminder. This effectively supports children's acquisition of new words, sounds and numbers. This means that the childminder uses effective strategies to promote children's

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who attend

language development and early understanding of numbers.

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

Children are confident and relaxed. They clearly feel comfortable in the childminder's home and they have good relationships with the childminder's family. She especially encourages good relationships between all children. For example, she naturally shares her time with each child so that they develop warm relationships with her and develop a good sense of belonging. Children settle easily as time is taken to find out their interests and individual needs. The childminder responds positively to children at all times. She is a good role model, fun to be with and children enjoy her company. For example, she continually talks with children and engages them in discussions to develop their thought process. Independence skills are appropriately promoted so that children learn to tend to their own needs, such as learning how to put on their own coats. The childminder has identified the need to improve the facilities for the storage of coats. This will promote their

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

independence further. Hygiene routines during nappy changing procedures are appropriately followed so that children learn about their own personal needs.

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

Children have free access to a good range of toys and resources and are confident to select these independently. They are also comfortable seeking adult support when necessary. The childminder regularly rotates the many resources so that children are never bored and are interested in their surroundings. They learn about the importance of physical activity through a range of play opportunities. For example, they enjoy playing in the garden where they can explore the play house, ride wheeled toys and use the slide. In addition, the childminder occasionally brings the slide indoors so that children can still benefit from physical exercise even when the weather is bad. Children are developing an effective understanding of keeping themselves safe. For example, they regularly practise the evacuation procedure so that they know what to do in an emergency.

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

The childminder has a calm manner and effectively uses age-appropriate strategies to help children manage their feelings. For example, slight disputes are managed effectively by the calm childminder. As a result, children are encouraged to share and to take turns. This contributes effectively to preparing children for the next stage in their learning, such as mixing with others when they start pre-school. Children happily help to tidy up when they have finished playing with play figures, such as the dolls and the dolls clothes. Therefore they are learning how to care for their environment. Good social skills are encouraged during meals and are sociable occasions. Meals and snacks are nutritious and the growing of vegetables such as peppers and tomatoes further promotes children's understanding of healthy living.

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provision

The childminder has a clear knowledge of the safeguarding and welfare requirements. Since the last inspection the childminder has worked hard to ensure her records, including all necessary policies and procedures, are carefully maintained. This shows her commitment to promoting children's welfare and development. The childminder has a secure understanding of how to protect children in her care. For example, she is able to discuss issues that would give her concern about children's welfare. She ensures related policies and procedures are regularly reviewed to ensure they are up-to-date and contain all the relevant information needed to protect children. Further safeguarding training is being considered by the childminder. This shows that the childminder is keen to develop her knowledge so that children's welfare is protected. The childminder takes steps to monitor her practice and is keen to develop her practice further. For example, she has

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provision

identified training related to the progress check for children aged two years, that she would like to attend. This will benefit the younger children's welfare and learning. She has a clear understanding of her strengths and some areas to develop although there is scope to improve the monitoring process so that views of parents and children are included in the process.

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provision

The childminder has also worked hard on developing her procedures for observing and assessing children's learning and demonstrating the progress they are making. These are clear and informative, regularly reviewed and demonstrate the childminder's clear understanding of the learning and development requirements. Parents are extremely pleased with the service provided. They are complimentary and speak highly of the childminder. References from parents include positive comments such as 'She is like a second Mum to my child' and 'She gives me complete peace of mind'. The childminder understands the need to develop working relationships with other professionals when children start attending other settings such as pre-school.

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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 EY379094 Local authority Hertfordshire Inspection number 821495 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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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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