Childminder in Hertfordshire

Inspection date

Previous inspection date 10/12/2012 29/01/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 keen to take part in activities because the childminder makes learning fun and encourages their curiosity and interest. Snack times, for example, include exciting games to help children identify the shape, size and colour of a variety of fruits.  Children develop independence from a young age because the childminder provides plenty of opportunities for them to do things for themselves. They are encouraged to find and put on their own coats and shoes and to make choices about what to play with or what to eat.  Children develop high levels of confidence and self-esteem because they are consistently praised and encouraged.  The childminder is committed to improving the service she provides. She introduces new ideas and uses knowledge gained from training to promote children's health and language development.

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It is not yet outstanding because

 There is more scope for parents to be involved in supporting their children's learning at home and to contribute to children's learning records.

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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 where childminding takes place and in the garden.

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Inspection activities

 The inspector spoke to the childminder and her assistants at appropriate times throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents from references and completed questionnaires.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and daughter aged 15 years in a house in Borehamwood, Hertfordshire. The childminder uses the whole of the ground floor and one bedroom on the first for childminding. There is a rear garden for outside play. The family has two cats and two dogs. The cats remain upstairs and the dogs are not on the premises during the hours of childminding.

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Information about the setting

The childminder works with two other registered childminders or assistants at all times. There are currently 13 children on roll, all of whom are in the early years age group and who attend for a variety of sessions. She works all year round 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:

 provide parents with more specific information about how to support children's learning at home and provide regular opportunities to contribute to children's learning records.

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who attend

The childminder plans an exciting, varied and balanced educational programme. This includes activities based upon a theme which also take account of the individual learning needs of children. An example is when the childminder uses a painting activity based on the festival of Chanukah to help children with counting and colour matching. The children enjoy making marks by dipping their brushes into the paint and dabbing them on the paper. Whilst doing so, the childminder encourages them to count the Chanukah candles in the picture and identify their different colours. At other times, children's discoveries and natural curiosity are used to extend their learning. For example, when children found a frog in the garden, the childminder planned an outing to the local pond so that the frog could be released into its natural habitat. This allowed the children to discover and learn about the natural world as a first-hand experience. They followed this up with activities to

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who attend

paint and draw frogs and other insects and animals they found in the garden.

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who attend

Children's communication skills are supported well throughout the daily routines and activities. The childminder models language clearly and gives children time to respond so that they develop understanding and confidence to speak. She plans visits to the library so that children develop an interest in using and choosing books that appeal to their interests. In addition, following a training initiative called 'Every Child a Talker' she uses recording devices to encourage children to listen to her recorded voice and to speak and record their own voices. This develops children's listening, attention and speaking. Learning is promoted well throughout regular daily routines. The childminder makes snack time an enjoyable and valuable learning experience because she brings an element of fun to the table which captures children's attention. Each day she hides a different fruit under the bowl and encourages them to guess what it is by saying 'I wonder what fruit is hiding

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who attend

today?' Children respond by naming the fruits they know and are given lots of praise and encouragement for doing so. This means they remain motivated to take part and are willing to have a go. Children's learning is extended further because the childminder asks them to identify colours and shapes, compare sizes and count the fruits before they are eaten.

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who attend

The childminder keeps a 'Learning Journey' record for each child containing photographs, work samples and observations. She monitors the records in order to track children's progress and identify where they need further support in their learning. She completes an assessment summary when children reach the age of two and shares this with parents. The childminder encourages parents to update her on what children do at home to build a complete picture of each child. They are given opportunities to look at their children's 'Learning Journey' records so they can see their progress. However, there is further scope to provide parents with more specific information about how they can continue to support children's learning at home and to allow them to contribute to their children's records.

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

The childminder has effective arrangements that enable children to settle in well. She encourages parents to visit with their children before starting so that relationships are built and children are familiar with their surroundings and the adults working there. She gathers relevant information about children to use as a starting point. This helps her understand their needs and helps her plan activities and experiences that support their development. As a result, children display confidence within the group and relate well to their carers. An example is the attention given to children who speak English as an additional language. The childminder often communicates in the child's first language, as well as English. This helps the child feel secure and valued, as well as developing understanding. The childminder is sensitive to the needs of individual children and recognises when further reassurance or attention is needed to help children understand

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

their feelings and provide emotional security. Children learn to share and be respectful because the childminder and other adults consistently reinforce expectations and reward positive behaviour and achievement with praise. This boosts their self-esteem and confidence. Children sing a 'please' and 'thank you' song during snack time which reinforces their understanding of good manners and politeness.

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

Children enjoy being active and playing outside each day, regardless of the weather or time of year. This means they have frequent opportunities to become confident using apparatus, such as pedal cars and a trampoline, and learning to move around safely in the available space. Children show good levels of independence. As soon as they become mobile they are determined to climb into the pedal car with minimal adult support. They quickly learn to find their own coat and outdoor shoes and even very young children show a desire to dress themselves because they are encouraged to do so. The childminder has a high regard for good hygiene. All the adults working in the setting ensure that the nappy changing process is safe and hygienic. Tissues and wipes are readily available inside and in the garden to deal swiftly with runny noses. This means children are kept comfortable at all times and the risk of cross-contamination is kept to a

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

minimum. The childminder provides a well-balanced menu for children's meals. She cooks fresh meals in advance of the children arriving so that they can be quickly heated up when needed. After attending a training session on children's food and nutrition, she now considers which vegetables are more easily digestible by young children and which are less so. This contributes to children's overall health and development.

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provision

The childminder strives to promote positive working partnerships with parents and other early years settings and professionals. Parents who have given comments evidently value the service she provides. They acknowledge that their children enjoy attending and 'come on leaps and bounds.' They feel confident that any issues or concerns about their children or the service are dealt with well. The childminder supports children's transitions to nursery or school by sharing information with key persons or teachers, in agreement with parents, so that there is continuity in learning. Effective arrangements exist for sharing information with other professionals in order to support children with special educational needs and/or disabilities.

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provision

The childminder is committed to the continuous improvement of her service. She frequently attends training courses, networks with other childminders and uses the internet to develop her skills and knowledge. She evaluates and monitors the educational programme to ensure children make progress across all areas of learning and development. Furthermore, self-evaluation is accurate and leads to improvement. This includes responding to the views and comments given by parents to enhance the working partnership. For example, some parent questionnaires highlighted that they would like more information about what children eat each day and what activities they take part in. The childminder now displays the week's menus and a plan of activities in the entrance hall and provides each parent that wants one with a daily sheet outlining personal information about children's care routines. There is further scope to extend this by

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provision

including information specific to each child's learning so that parents can continue to support learning at home.

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provision

The childminder understands her responsibilities in meeting the safeguarding and welfare requirements. She has recently reviewed some of her policies and procedures, such as the way in which risk assessments are carried out and the way she supervises assistants and co-childminders. She ensures other adults working with her are suitable by following vetting procedures. She supports them with induction training and continuous professional development. All those working in the setting have a current first aid certificate and have attended training in safeguarding children. Knowledge of child protection issues is secure and the childminder is confident in understanding the Local Safeguarding Children Board procedure and guidance. In addition, there is a policy that prevents any misuse of mobile telephones or cameras. This means children are protected.

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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 EY317187 Local authority Hertfordshire Inspection number 894127 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 13

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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. 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

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Type of provision

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, safeguarding and child protection.

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Type of provision

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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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