Childminder in Hertfordshire

Inspection date

Previous inspection date 12/12/2012 13/05/2009

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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 of child development and she updates her knowledge regularly to make sure that she continues to provide good-quality care and education for the children.  Information is shared very effectively with parents, which helps to ensure that children's needs are identified well and that they receive consistent, coordinated care.  The childminder has a very wide range of good quality resources to support children's learning. Children frequently visit the toy library to choose toys for themselves. The childminder has labels in words and pictures on the storage shelves and a photograph album of the toys that are packed away to remind children that other toys are available on request.  Children have valuable opportunities to share in the running of the setting. They are consulted in the purchase of new equipment and on the activities they enjoy.

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It is not yet outstanding because

 The childminder does not fully use her observations and assessments in planning the next steps in the children's learning. This leads to occasional lack of challenge for children in the delivery of some activities.  There is scope to improve the opportunities to develop children's ideas through freely using different media and materials to fully explore colour, activities texture and space.

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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 the interaction between the childminder and children in the main room.  The inspector looked at a selection of relevant documentation.

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Inspection activities

 The inspector carried out discussions with the childminder at appropriate times throughout the session.  The inspector also took account of the views of parents spoken to on the telephone.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult daughter in a house in Watford and uses the whole of the ground floor and the rear garden for childminding. The family has two pet cats.

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Information about the setting

The childminder has completed a relevant qualification at level 3. There are currently six children on roll, two are in the early years age group who attend for a variety of sessions and four are school-age children who attend before and after school. She cares for children all year round from 7am to 7pm Monday to Friday except for family holidays.

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

 refine further the planning systems by adding more detail about how the activities and resources will be used to further support children's continuing progress and the next steps in the learning

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

 enhance the educational programme for expressive arts and design further by: providing opportunities for children to explore a wider range of media and materials which are accessible and open-ended so they can be used, moved and combined in a variety of ways.

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who attend

Children develop good skills for their future learning and to be ready for school through the childminder's effective teaching. For example, children have good opportunities to develop their imaginative skills through the model farm. The childminder gives the children useful information; naming the animals and linking it to their visit to the nearby children's farm. This gives children valuable opportunities to remember past events. She helps children to sequence events as she uses the models to show 'the fox chasing the chickens and the dog chasing the fox' causing much delight. Children use a range of art and craft materials to make cards and pictures. However, some of the planned activities include the completion of pre-drawn sheets limiting the ways they can explore and experiment with stimulating materials.

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who attend

Children are developing suitable skills in speaking and listening. The childminder has a calm and gently story time with the younger children sitting close to her. She turns the pages of the book, talking about the pictures and what will happen next. Children are introduced to a fairy tale story book and a disc of children's songs that present the sounds of the letters as a beginning to phonics. The childminder introduces the children's home language into children's play and learning through a wide range of resources gained from the parents, toy library and children's centre. Children develop their small physical skills as they find and post the shapes into a shape sorter. She encourages the children to turn the key to open the box and sensitively helps them to succeed in the task. Children practise larger movements as they use the number activities that are painted on the school playground and have frequent trips to the park to

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who attend

Children make good progress in their learning. The childminder is aware of the importance of ongoing assessment to support children's development and to identify any gaps in their achievement and demonstrates that she can find support to meet the children's individual needs if required. The childminder undertakes observations of children as they play. She uses these to monitor their progress. However, occasionally the plans for their next steps are made intuitively rather than making full use of the information gained from her observations and assessments. Therefore the plans sometimes lack challenge to help the children make as much progress as they can. For example, during the shape sorter activity the childminder checks out children's knowledge of colour rather than using more open- ended questions to help children develop their thinking skills. Parents take an active role in their child's learning, through regular discussions and by contributing comments to their

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who attend

learning records. The childminder shares the 'Buggy Buddies' scheme with the parents. They take home a small toy and an activity sheet to complete. The latest activity involved road safety and helps children observe the environment and to look and listen when crossing the road.

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

Children are happy and show that they feel at home with the childminder. They enjoy sitting on her lap and playing on the floor with her. The childminder clearly enjoys looking after the children and is a positive role model. Her warmth and kindness helps children develop a strong sense of security and belonging. Their pictures and photographs are well displayed. They become confident learners because the childminder praises them often. A reward scheme helps the older children behave appropriately and complete small tasks such as laying the table.

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

The childminder has an extensive range of high quality equipment that children can choose from. She attends child care events and fairs to purchase the latest equipment to help extend children's learning. Children are consulted about what new toys they will be interested in. This ensures children grow emotionally and believe in their own judgements.

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

Children learn about the world around them as the childminder has a wide range of resources that represent their lives and the lives of others that live around them. They take part in charity events to help those less fortunate and enjoyed a day in the London as part of a charity event. They are busy planning to bake cakes for a tea party to support another children's charity. Children enjoy a range of interesting outings to local parks and farms and the childminder uses these opportunities to talk sensitively to the children about 'stranger danger'. This allows children to be safe without being fearful as they can play freely in a large open space but stay in sight of the childminder. Children learn about healthy eating as the childminder offers healthy meals and respects children's likes and dislikes as she offers an alternative. Children are well prepared for the transition to school as the childminder has a strong

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

relationship with the staff at the school and the younger children visit the school to collect the children. The childminder takes the children to local groups to ensure they are happy and confident in social situations. The childminder has new young children starting in her care and has detailed plans to ensure a smooth transition. The prospective children and parents make frequent visits to meet the childminder and the other minded children. The children are looking forward to the arrival of the children and are well prepared for the slight changes in routine this may require.

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provision

The childminder has a strong understanding of safeguarding and the welfare requirements. She has attended recent child protection training so that she is sure about the correct procedures to follow if she has concerns about a child in her care. Effective risk assessments for the premises and outings minimise possible hazards to children. The childminder updates her risk assessment in the light of young children starting and has planned changes to her routine and practice. This demonstrates her commitment to keeping children safe. She has a comprehensive portfolio of information to support her work with the children and families. The childminder obtains all the required information on the children and ensures she has permission from the parents for various care processes including giving medication. Parents are fully informed about the care of their children while they are in her charge. The childminder demonstrates that she could take

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provision

appropriate action in consultation with the parents and other professionals, if necessary, to ensure children get the support they need.

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provision

The childminder is dedicated to providing children with high quality care. An effective programme of professional development is helping her to improve her knowledge and understanding. The childminder monitors the progress of the children with her confident use of the guidance 'Development Matters in the Early Years Foundation Stage'. She uses her membership of the National Childminding Association and childcare magazines to keep up to date with current child care issues and ensure children are occupied with useful and stimulating pursuits. The childminder is constantly updating her skills through short courses provided by the local authority. She has attained an appropriate qualification in early years at level 3 and recently achieved accreditation to the local authority quality assurance scheme. The childminder has thoroughly completed the actions and recommendations from the last inspection. She reflects on her practice, taking account of

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provision

parents' views. This ensures that the childminder is making a strong contribution to meeting children's needs. Parents report that they 'fully trust their childminder and their children feel it is like a second home'.

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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 EY343987 Local authority Hertfordshire Inspection number 820781 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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