Tkaczuk, Abigail Elise

Inspection date

Previous inspection date 13/11/2012 28/07/2009

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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

 The childminder has a good understanding about the individual learning styles of the children in her care. She supports learning through effective observation and identifying each child's next steps for learning.  The childminder establishes warm and caring relationships with the children who clearly demonstrate that they feel safe and are happy and settled in her care.  The childminder has devised and implements a wide range of pertinent policies and procedures in order to keep children safe from harm and support the smooth daily running of her setting.

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It is not yet outstanding because

 Whilst the childminder reflects on the individual views of parents in order to ensure she continues to meet user needs, she does not consistently engage in self-evaluation or reflective practice in order to clearly identify strengths and areas for 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 and talked with children in the main play area

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Inspection activities

 The inspector discussed required documentation with the childminder including evidence of suitability and the childminder's self-evaluation form.  The inspector looked at children's observation, assessment and planning records.

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Inspection activities

 The inspector took account of the views of parents and carers who had written letters for the inspection.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and their two children aged two and four years old. They live in a residential area of Royston, Hertfordshire. The whole of the house is used for childminding purposes. Currently the childminder's rear garden is being landscaped, so instead children enjoy more robust activities in the local parks and active toddler groups. The childminder is a qualified nursery nurse. She regularly updates her knowledge through specific courses such as Revised Early Years Foundation Stage or Food Hygiene. The childminder attends childminding network sessions along with local toddler groups and the local children's centre. She visits the local shops and parks 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 two children on roll who are in the early years age group. They attend for a variety of sessions. There were two children present during this inspection. The childminder works all year around from 7.30am to 6pm Monday to Friday, except for family holidays.

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

 develop further the current system of reflecting on parents' views by including them within a consistent and robust approach to self-evaluation, clearly identifying strengths and areas for future development in order to bring about continuous improvement for the children and their families.

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who attend

The childminder has a clear understanding about the educational needs of each child in her setting. She robustly observes each child and uses the Early Years Foundation Stage Development Matters guidance to assess their progress towards the early learning goals. The childminder encourages parents to share information about their child's achievements at home. This information is then used by the childminder to build on what the children know and can do. The childminder has a very good understanding about how young children learn and develop. She provides a range of interesting activities and plenty of toys and resources which capture the children's imagination and participation. Children clearly enjoy learning and sharing their ideas. The childminder has taken time to familiarise herself with the revised areas of learning. She makes sure that observations and learning opportunities for children under three years of age focus on the prime areas of learning.

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who attend

This supports very young children in developing initial skills in communication, personal, social and emotional development along with embedding early physical capabilities. This attention to assessment for learning and subsequent planning makes sure that each child is fully supported in working towards their potential and school readiness. All children in the childminder's care are currently working to expected bands and there are no gaps in their learning. Given their ages, capabilities and starting points, the children are making good progress across all areas of learning and development.

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who attend

Children have fun as they explore pop-up toys, pressing buttons to see which flap will pop up to reveal the object hiding inside. They also learn about simple technology investigating battery-operated toys and musical instruments. Children are confident communicators. Older more able children share their ideas and join in story time, using the pictures as clue to the text. Babies clearly appear relaxed as they take an interest in the bright pictures featured in a book the childminder shares with another child. They cuddle up closely listening to the childminder's soothing voice. Children develop problem solving skills as they play with puzzles, matching the pieces to the correct space and shape. Very young children have great fun as they make marks on writing boards, laughing with glee when they see what they can achieve. The childminder has high expectations about what the children can achieve. She sets realistic challenges along with

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who attend

achievable goals, giving children the opportunity to succeed and develop a love of learning and having fun. Strategies, such as intonation and facial gestures, along with props and artefacts, help bring learning to life. The children respond well to the childminder, they demonstrate their thinking and listening skills as they respond to simple instructions or share their ideas with the childminder, taking time to allow others to speak. The children exhibit positive characteristics of effective learners, such as choosing their own way to do things, being willing to have a go and showing pleasure as they achieve what they set out to do in activities and free-flow play.

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

The children are clearly attached to the childminder and have bonded with each other as friends. The childminder takes the time to work closely with parents and initialises prior placement and settling-in visits. This enables the children and their parents to integrate into her setting with ease. Relevant information is shared, for example, the children's individual care requirements, such as medical conditions, allergies, religious diet and parents' wishes. The childminder provides great care for the children as she shares information at placement and maintains this approach by using daily diaries. She remains up to date with their changing care requirements. This attention to detail helps to provide clear continuity of care for the children.

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

There is no bias in the childminder's approach to race, religion or disability. This positive attitude is imparted to the children as they join in, exploring the cultures and customs of others, or as they lean about similarities and differences. One of the childminder's own children attends the local primary school and the other the pre-school. This has enabled the childminder to develop secure links with the members of staff working in these setting. This in turn aids smooth transitions for the children when it is time for them either to begin attending pre-school or as they move into mainstream schooling.

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

The childminder is careful to plan the environment. For example, child-height and accessible storage makes sure that the children can make their own selections, building on their existing independence and self-help skills. Safety furniture, including stair gates and a secure front door, means that children are able to access their play areas free from potential hazards. This enables them to enjoy free-flow play and investigation. There are a great deal of toys and resources available for the children to choose from. Making their own choices and the use, by the childminder, of plenty of positive praise and encouragement raises the children's self-esteem and confidence. All children appear well settled and content in her setting. They learn to keep themselves safe, for example practising road and stranger danger when they are out and about. They join in emergency evacuations, in the childminder's house, which help them to know what to do in the event

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

of a fire. Older children demonstrate care and consideration for babies as they play with more intricate toys upstairs. This helps to keep babies safe from choking hazards.

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

A great deal of attention is paid to health and exercise. Procedures for nappy changing are thorough and ensure that the spread of infection or cross contamination is minimised. Older children wash their hands at pertinent times to prevent germs hurting their tummies. Children communicate their needs, letting the childminder know when they want a drink or need a nappy change. They play in harmony with each other and their behaviour is very good. This is supported by the childminder who is consistent in her approach. She works with parents, discussing what behaviour management techniques are used at home. This allows further continuity of care and helps the children to develop an overall sense of right and wrong. The childminder provides meals and snacks for them based on healthy eating. She takes this time to talk with the children about why they need food and how it helps them to grow strong. Nutritionally balanced meals help the children

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

to thrive. Opportunities are taken to regularly enjoy fresh air and exercise. Currently the childminder's garden is being re-landscaped. Therefore they are making the most of local parks and walks to enjoy more robust activities on a larger scale than is possible indoors.

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provision

The childminder has a clear understanding about her role and responsibilities with regards to the requirements for safeguarding, welfare, learning and development. She has a clear knowledge and understanding about safeguarding children from harm, implementing checks, such as the existing injury record. This is monitored to ensure there are no concerning repeating patterns. In addition the childminder implements risk assessments and daily checks to make sure that all child-accessible areas are safe. The childminder has competed all required training, such as basic childminder training and first aid. Attention to continuing her professional development means that the childminder is able to remain up to date with changes in legislation. All required documentation is in place, stored securely and confidentiality is respected at all times. The childminder has a range of relevant policies and procedures which are implemented in practice and shared with

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provision

parents in order to keep children safe and promote that smooth daily running of her setting.

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provision

The childminder takes the time to observe and assess children's learning to make sure that the educational programmes she plans provide challenge and fun. As a result, all children are making good progress and attaining success at expected levels. The childminder develops positive partnerships with other childminders in the area resulting in a network which is sustainable and efficient. For example they can provide holiday and emergency cover for each other as well as ongoing support, sharing resources and equipment and providing regular socialising opportunities for all the children. Working with parents is a strength of this setting. The childminder has open, ongoing and purposeful communications with the parents. The relationships are so strong that on occasions they also socialise together. This cements their connection further and helps in improving and continuing continuity of care for each child. Parents enjoy sharing in their child's learning

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provision

journals, adding comments with great enthusiasm. With the childminder and their parents showing such interest, the children develop positive dispositions and attitudes to learning.

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provision

There are no children currently on roll with special educational needs or those who speak English as an additional language. However, the childminder demonstrates through discussion her ability to work with other professionals in the best interest of the child. The childminder talks with parents regularly and uses questionnaires to obtain their views about the service she provides. However, whilst the childminder previously engaged in self-evaluation of her practice and the running of her setting, she has not been consistent in regularly reflecting on her strengths and areas for further development potentially impacting on the ability of the childminder to promote clear continuous improvement.

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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 EY381066 Local authority Hertfordshire Inspection number 821554 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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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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