Smith, Sarah-Jane

Inspection date

Previous inspection date 22/11/2012 18/01/2010

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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 are building attachments and bonds which promote their well-being and self- esteem.  Children develop an awareness of self-care because the childminder shows them a consistently good example.  The childminder understands how children learn. She supports children to make good progress through child-initiated and structured activities. The accessible resources meet children's interests and keep them motivated.  The childminder understands her role and responsibility in regard to safeguarding children therefore they are protected. Policies and procedures are written and shared with parents, promoting consistency.

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It is not yet outstanding because

 Partnerships with parents and other early years settings that children attend are not fully embedded to promote continuity of learning for children.  Systems for self-evaluation are not fully embedded to identify priorities for improvement to the provision.

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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 compulsory part 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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.

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Information about the setting

The childminder was registered in 2009. She lives with her husband and two children aged eight years and four years in Letchworth, Hertfordshire. The whole of the ground floor is used for childminding together with the bathroom and a bedroom on the first floor. There is an enclosed garden available for outside play. The childminder is registered by Ofsted on the Early Years Register and on the compulsory part of the Childcare Register. The childminder offers five places to children under eight years. There are currently five children on roll, three of whom are in the early years age group. They attend for a variety of sessions. The childminder supports children who speak English as an additional language.

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

 extend the relationships with parents and carers to fully involve them in their children's learning and development, enabling them to fully support children's learning at home

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

 develop the arrangements for sharing information and partnership working with other providers that children attend, in order to fully support children's learning and development

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

 improve self-evaluation to identify developments for the future, to support long term improvements for children.

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who attend

Children are confident and enjoy taking part in new activities. The childminder has a good understanding of how to support children and capture their interest. She is aware that children learn best when their interests are followed and they can develop their own learning. For example, children enjoy a broad range of expressive arts using different media. They collect leaves to make leaf prints, and pine cones which they paint for Christmas decorations. Older children use thin brushes and paint to develop pictures. They mix colours together to discover what they can produce. Younger children begin to make marks with pencils and paints, and make pictures with glue and cut shapes. The childminder introduces them to new vocabulary by naming the colours and describing what they are doing. Children receive encouragement to experiment with the materials given and this supports their motivation to explore and learn.

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who attend

Children enjoy stories and books with the childminder. They watch the childminder closely as she reads with them and cuddle into her lap showing a sense of security and comfort. Children love to press the buttons in the books to make sounds and to feel the textured pictures on the pages. Children are becoming aware that books hold stories that are shared and this enhances their exploration of literacy. Younger children begin to explore new vocabulary because the childminder keeps up a running commentary about what they are doing and gives them time to speak to her. They begin to babble and put one or two words together as they play, showing their developing skill in communication and language. All children enjoy role play in the home corner area or with small world sets, such as a doctor's kit. Older children talk about helping the teddy who is poorly and they use the proper names of the equipment, such as the stethoscope, showing their

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who attend

The childminder knows the stages of learning and development of children in her care because she spends time observing them. She identifies next steps for children and prepares activities that will support them. The childminder maintains a detailed communication book with parents and records the areas of care and activities that have been completed. She keeps tracker sheets for each child showing how they meet the milestones for their age. The childminder has reviewed the information with regard to the progress check for children aged two years. Hence she shows a good attitude towards meeting her responsibilities with regard to checking that the younger children are meeting their expected milestones. Parents provide very complimentary references. They comment that the childminder provides, 'a wide and fun range of activities including plenty of outdoor exercise' and that she offers a, 'high level of support'. Furthermore, that a

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who attend

'consistently high standard of care is received' with communication books that offer a 'complete picture of our child's day'. However, the assessment procedures are still to be fully consolidated to make the most of information provided by, or to, the parents. For instance the childminder is not able to demonstrate how the planned learning builds on information received, or offer clear ideas for learning in the home. Consequently, the full range of information is not used to promote children's development to the optimum.

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

The procedures for working with parents and for gathering information about children's care help to ensure that children are secure. Children form good emotional attachments with the childminder and each other. For instance, children look to the childminder for support when they are distressed, and settle easily into the cot to sleep. They demonstrate a sense of belonging and their self-esteem is promoted, for example, through praise and positive reinforcement. Older children love to ask questions about the development of the younger children. For example, they ask if the younger children can talk, and repeat words for them to say. They also make the younger children laugh by pulling funny faces and giggling with them. Parents value the example shown by the childminder and remark that the childminder 'encourages good behaviour, kindness and compassion to others'. Children show that they are learning to care for others around

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

them because of the positive example shown.

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

New children settle well because the childminder uses clear procedures to find out about their needs. She understands the importance of working with parents and other professionals to support children where required. For example, she makes sure that she understands specific dietary needs, such as lactose intolerance, and seeks clear information from parents. This enables her to anticipate their needs and understand any adverse reaction to foods. The childminder discusses the languages used within the children's own homes and works with parents to ensure that there are clear expectations about which language is used in her home. Children develop an interest in the world around them and discuss how events are celebrated within each other's homes. They follow some festivals and complete activities to explore arts from around the world. The childminder prepares children for school because she makes sure that she gives children

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

the foundations on which to build. She gives them increasing independence to encourage their confidence in preparation for any move to new settings; hence, they continue to thrive and learn.

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

Children are well nourished and enjoy meals and snacks together. The childminder prepares their meals, as provided by parents, and encourages them to understand the links between food and good health. For example, she talks with them about eating the savoury items before the snack foods to help them to grow strong. Outdoor play and excursions to local parks give children time to run, jump and explore. This promotes good physical health and well-being. The youngest children watch the childminder as she helps them to wash their hands and faces. They begin to learn about hygiene when they use wipes to clean their hands or wipe the trays on their highchairs after meals. Children demonstrate that they develop a good awareness of personal care.

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

Children develop an understanding of their own safety because the childminder makes sure that daily opportunities are included to learn about safety. For example, the younger children are reminded to sit, not stand, on the low chairs. They are given a consistent explanation that they may fall if they don't sit down. This reinforces their understanding of the boundaries in the home. By exploring the local community with children the childminder makes the most of opportunities to practise road safety. Children can play safely in the home because clear risk assessments are completed to minimise hazards.

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provision

The childminder sets good standards for the quality of care that she offers. She ensures that the documentation and procedures, as required by the safeguarding and welfare requirements of the Early Years Foundation Stage, are in place. The childminder uses basic reflective practice to ensure that her care meets parents' expectations. A comprehensive communication book and questionnaires are used to seek feedback from parents to develop her care. A drive for improvement is shown by the successful steps taken to review the revised Early Years Foundation Stage Statutory Framework. She has incorporated this fully into her practice. However, reflective practice is not sufficiently rigorous to identify areas that require development in order to improve the provision.

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provision

The childminder observes the children in her care closely and monitors their progress. This means that she is able to ensure that they are developing in line with the developmental milestones appropriate for their age. Such action demonstrates a commitment to meeting the learning and development requirements, and working to promote children's learning. The childminder is not currently caring for children with specific identified needs but she is aware of the importance of working with other professionals where there is a need to do so. The childminder is aware of the need to work with other settings offering the Early Years Foundation Stage that children attend. She seeks information from parents in regard to the activities undertaken by children at other settings to enhance her care. However, the arrangements to share information relating to learning and development, with key persons working with children, are not established. This impacts on her ability to apply a

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provision

consistent approach towards children's learning.

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provision

The childminder has a robust understanding of her responsibilities for safeguarding children and ensuring that their welfare is assured. She has reviewed her procedures, which are shared with parents, to ensure that children are protected at all times. The childminder has attended all required training. The assessments of risk that are completed ensure that children can access resources freely and initiate learning with a minimum level of risk. Children are secure in the home, enjoy their play and learning and are confident. Consequently children have a positive experience that forms a good base for continued development.

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The Childcare Register

The requirements for the compulsory 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 EY394013 Local authority Hertfordshire Inspection number 821870 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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: 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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