Housden Joan Eileen

Inspection date

Previous inspection date 05/12/2012 23/06/2010

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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 enjoy learning because the childminder joins in with table-top activities and asks open-ended questions; this sustains their interest and provides challenge.  Children behave well because the childminder effectively supports them to develop their confidence and self-esteem by creating positive relationships with them and valuing their artwork.  The childminder is pro-active in updating her skills and accesses courses and information, such as behaviour management and healthy eating, to enhance children's well-being.

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It is not yet outstanding because

 Opportunities to share children's progress and achievement with parents and others involved in their learning are not always promoted to their full potential, in order to support children's continued progress.

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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 children's activities in the lounge and in the dining room.  The inspector looked at a variety of the childminder's policies and procedures.

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Inspection activities

 The inspector held open discussions with the childminder about children's observations and looked at their learning journals.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Markyate village, Hertfordshire. They live in a house and use the whole of the ground floor, the master bedroom for sleep and the rear garden for childminding. The family has two dogs and a cat, and keep birds in an aviary.

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Information about the setting

There are currently four children on roll, one of whom is in the early years age group and attends for a variety of sessions, and three school-aged children, who attend after school. The childminder provides care all year round from 7am to 6.30pm, Monday to Friday, except for family holidays.

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

 extend relationships with parents and other Early Years Foundation Stage providers involved in children's care to further promote the sharing of information regarding their progress to ensure that children are fully challenged in their learning.

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who attend

The childminder has developed a good understanding of how children learn. This supports the good progress that children make towards the early learning goals. She organises all areas in the home well to enable children to engage in a variety of activities. For example, children move freely and safely between creative activities in the dining room to role play in the lounge. They participate in a well-balanced range of child-initiated and adult-led activities, which ensures that they are motivated to learn. Children visit interesting places, such as museums, on a regular basis to extend their knowledge of the world.

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who attend

Children are developing good language and communication skills as they openly converse with the childminder about their home-life. They are developing their literacy skills as they recognise some letters in their names and confidently write them. In addition, they have a variety of books, which extend their understanding of letters and words. Children use their imagination well as they describe a book they have written for the childminder and explain that it is about a princess in a castle. They develop good mathematical concepts and learn to add and subtract. For example, the childminder shows the children three cars and asks 'How many more cars will we need to make five?' They confidently say 'Two'.

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who attend

Children develop their knowledge and understanding of the wider world through books and play materials. For example, they talk about different countries as they use the electronic globe and they learn about living things as they examine what lives under stones. Children enjoy expressive art as they use glitter and sticky shapes to create a picture of a castle. They draw flowers and count the number of petals. Children concentrate well because the childminder sits with them, offering encouragement and challenges them by asking open-ended questions. This helps develop children's critical thinking skills and they continue to make good progress towards the early learning goals. Observations are effective because the childminder uses the 'Development Matters' guidance to identify the progress children are making and their next steps. However, the exchange of information between parents and other early years settings involved in the

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who attend

children's learning lacks consistency. Therefore, this does not fully support the childminder in planning for children's continued learning and development.

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

Children are happy and very settled in the childminder's home. They feel safe because the childminder provides an environment where children are familiar with the safety boundaries. For example, the emergency evacuation procedure is displayed at low-level in the kitchen, enabling children to know what to do should the need arise. The childminder explains dangers as situations occur to help children understand how to keep themselves safe. For example, she explains the dangers of putting things in their mouth that could cause them to choke.

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

Children behave very well because the childminder is a good role model and provides a calm and caring environment. They feel welcome because posters and their art work are effectively displayed. Children feel valued and respected because they are consistently offered praise and encouragement. They show pride in their achievements as they show their work to the childminder, who responds positively.

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

The childminder shares information with parents about healthy diets. This enables them all to work together in providing balanced meals and snacks. Children are offered fruit for snacks and have regular drinks. They manage their own hygiene as they take themselves to the toilet and use their own towels. The childminder's knowledge of first aid ensures that immediate action is taken in the event of an accident. Children have regular opportunities to exercise to stay healthy as they go for daily walks and use a well- resourced garden.

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

Children learn about their community as they collect older children from school, visit local groups and the children's centre. This prepares them well for the transition from the childminder's care to a maintained nursery provision and/or reception class.

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provision

The childminder continues to update her good knowledge and understanding of childcare practice. She recently attended training on the revised Early Years Foundation Stage. This enables her to consistently provide an education that helps children make good progress in their learning. All policies and procedures required to promote children's learning and welfare are fully implemented and appropriately shared with parents. The childminder understands the importance of protecting children and demonstrates her knowledge well. She has developed a clear policy and procedure in line with the local authority guidelines to ensure that children are well protected. All adults over the age of 16 years have a suitable Criminal Records Bureau disclosure to ensure children continue to stay safe. The childminder has implemented and improved her practice greatly since the last inspection. For example, she now uses questionnaires to seek parents' views and verbally

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provision

involves the children in evaluating her practice. This enables her to make changes that enhance children's learning and welfare. However, minor weaknesses in the good practice already provided, such as partnerships with parents and others involved in the children's care, have not been fully explored as areas for improvement, in order to continue to provide consistent support in their learning.

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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 129518 Local authority Hertfordshire Inspection number 817867 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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