Falconer Louise

Inspection date

Previous inspection date 03/12/2012 26/01/2011

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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 are achieving and making satisfactory progress in their learning and development because the childminder knows each individual child's developmental stage and provides appropriate challenges.  Children feel secure due to the positive relationship developed with the childminder.  Children are happy and settled in the childminder's warm and friendly environment where they feel valued and respected.

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It is not yet good because

 The provider does not have effective systems in place to ensure the suitability of all persons living on the childminding premises as she has not returned the necessary forms to Ofsted so that they can complete the appropriate checks. This does not ensure that all those who may have contact with children, are suitable to do so.  Partnerships with parents are less successful at times because information about children's progress is not consistently shared. This does not contribute fully to supporting children's learning and development both at home and in the setting.  The childminder's evaluation of her practice lacks rigour in identifying specific areas for improvement, in order to enhance children's education and welfare.

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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 main room and looked around the ground floor of the house.

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Inspection activities

 The inspector spoke to the childminder about the partnership with parents, self- evaluation and risk assessments.

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Inspection activities

 The inspector looked at a selection of policies and procedures, children's learning journals and their personal records.

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Information about the setting

The childminder was registered in 1994 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 15 and 19 years in a house in West Watford, Hertfordshire. The childminder uses the whole of the ground floor and the rear garden for childminding. The childminder attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions and one is a school-age child who attends before and after school. She is open all year round from 7am to 7pm, Monday to Friday, except for family holidays. The childminder is a member of the National Childminding Association.

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must:

 ensure that there are effective systems in place to ensure that any other person living on the premises, are suitable, this is with particular reference to ensuring that disclosure application forms are returned to Ofsted for every person living on the premises, aged 16 and over.

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

 invite parents to be fully involved in their child's learning and development by exchanging information consistently about children's achievements both in the setting and at home

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

 use self-evaluation to monitor practice robustly and identify actions to tackle areas of weakness, in order to ensure children make good progress in their learning and that their welfare is effectively promoted.

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who attend

Children make satisfactory progress in their learning and development through child- initiated activities, with the childminder close by to offer support and guidance. The childminder adequately understands how children learn and uses observations to plan for their next steps. For example, she demonstrates how children are beginning to understand shape, space and measure as they organise and categorise objects, such as small cars and trains. She extends children's understanding by providing large floor puzzles to support their knowledge of shapes and sizes as well as their small manipulative skills. Children follow instructions as the childminder verbally guides them about how many cars to load onto the skip and they are beginning to count as they point to the cars and randomly say 'one, two'.

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who attend

Children are developing their language and speaking skills as they copy familiar expressions, such as 'oh-oh'. They are beginning to talk about things that are not present as they point to the window when they hear the sound of an aeroplane. Children use role play by pretending to be doctors and administering medicine to the childminder, demonstrating their understanding of the adult world. The childminder uses her observational skills to join in and extend their knowledge and understanding as she says 'Shall we put the green train onto the skip?'. This helps to develop children's understanding of different colours. Children confidently lift and carry toys safely from one room to another. They are becoming independent learners as they help themselves to toys and play materials. The childminder provides an environment where children make sound progress in their learning, which appropriately prepares them for the next stage in

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who attend

Observations of children's achievements assist the childminder in providing parents with a summary of their child's progress check at the age of two years. Information between parents and the childminder is verbally and informally shared, this enables them to work together in meeting each individual child's needs. However, parents are not always invited to share information about children's starting points and the progress they are making at home. This does not support the childminder in effectively planning for children's learning, based on a sharply focussed picture of their achievements both in the setting and at home.

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

Children are happy and settled in the childminder's home, for example, as they approach the childminder for cuddles when they are tired. They feel safe because the childminder sets safety boundaries, such as placing barriers between the kitchen and dining room. Children move around safely and freely, accessing their play materials from boxes in the dining room. They confidently carry these into the lounge to extend their play. Children behave well because of the consistent praise and encouragement the childminder offers. For example, she explains to the children that they have to tidy up before they get the next set of toys out. Children approach the childminder knowing that their needs will be met. This helps children to feel secure, valued and respected.

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

Parents provide adequate information about their child's routine, which enables the childminder to meet their individual needs. This also helps children feel settled and secure in the childminder's care and supports their transition from home into the setting. Their health needs are suitably met as they help themselves to drinks and have healthy meals, such as pasta or noodles with vegetables, in a tomato sauce. Children have regular fresh air and exercise, and learn about their community as they go for daily walks. Children mix in different groups as they visit the local childminding and toddler groups. This develops their self-confidence and helps prepare them for transition to pre-school and school.

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provision

The childminder is beginning to develop her practice and has introduced observations and assessments of the progress children are making. She updates her knowledge and skills through reading materials on the internet. The childminder has developed documents, which support her to monitor and identify areas for improvement. However, these are not rigorous as the childmindr has not returned the necessary forms to Ofsted so that the relavant suitability checks can be carried out on all persons over the age of 16 years, living on the premises. However, children are not left unsupervised with uncleared persons and therefore, their safety is not compromised. The childminder has started to implement improvements from the actions and recommendations made at the last inspection, for example, by sharing information with parents about learning in order to plan for children's next steps. However, these are not yet consistently implemented to fully promote and

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provision

enhance children's learning and development.

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provision

Appropriate forms, such as accident and medication records are completed, to promote children's well-being. Risk assessments, and some good procedures, such as a clear action plan for emergency evacuation, help children to stay safe. The informal relationship developed between the childminder and parents contributes to children feeling safe and secure. The childminder liaises with other agencies through the childminding network group, and informally shares some information with others also involved in the children's care. This satisfactorily promotes continuity.

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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 130373 Local authority Hertfordshire Inspection number 817890 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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