Childminder in Hertfordshire

Inspection date

Previous inspection date 13/12/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 3

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This provision is satisfactory

 Children talk regularly and confidently with the childminder and each other. They delight in favourite books together and enjoy regular story times with the childminder. As a result their vocabulary is in line with the developmental milestones for their ages and stages of development.  Children are secure, happy and confident to express themselves because the childminder provides a warm, welcoming and stimulating environment.  The childminder understands her role and responsibility in regard to safeguarding children. Policies and procedures are written and shared with parents, to support consistency.  Children are building attachments and bonds which promotes their well-being and independence.

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It is not yet good because

 Children's identified next steps are not fully incorporated into the planned activities to ensure that their progress is maximised.  Self-evaluation does not include a review of the educational programme to check that it includes a broad range of experiences to help support children's 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 carried out a joint observation with the childminder.

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Inspection activities

 The inspector saw photographs of children joining in with various activities and looked at their individual learning journeys.  The inspector observed activities in the downstairs rooms.  The inspector looked at a selection of the childminder's policies and procedures.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged five and eight years in a house in Hertford, Hertfordshire. The whole of the ground floor, including a playroom, a bedroom on the first floor and the rear garden are used for childminding. The family has a rabbit.

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Information about the setting

The childminder attends various toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and she collects children from the local primary school.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. There is one school-age child who attends twice a week after school only. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 ensure that children's identified next steps are fully and consistently incorporated into the planned activities.

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

 develop self-evaluation to monitor the educational programmes to ensure that a broad range of experiences help children make progress.

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who attend

The childminder has a sound knowledge of the Statutory Framework for the Early Years Foundation Stage and she is aware of the recent revisions to this framework. She carries out regular observations of children as they take part in various activities and takes into consideration their likes and interests when planning. However, although the childminder identifies the next steps in children's learning they are not consistently incorporated into the planning or organising of activities. This means that activities are not always tailored to the individual needs of the children and, although children are making some progress, planning is not organised enough to support them in making the most of the activities provided. The childminder has effective relationships with parents and she regularly shares information about the children's routines and the activities they take part in through daily diaries or verbal discussions, depending on parental preference. The childminder asks

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who attend

parents to share all that they know about their children and they are regularly informed about the achievements they make.

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who attend

The childminder knows the children well and provides a range of activities which appeal to their likes and interests. An example of this is where children's communication and literacy skills are supported. For example, all children enjoy the books that the childminder provides and they demonstrate great concentration skills as they sit together with the childminder to look at these together. Children's language development is fostered through regular conversations encouraged throughout their time with the childminder. New words are introduced and children's vocabulary is encouraged as the childminder repeats words and phrases to encourage them further. Older children's speaking and listening skills are suitably encouraged as the childminder consistently questions them during their play, encouraging them to think further. For example, as children enjoy a particular story the childminder asks 'Can you see where the purple dress is?' and 'What is

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who attend

behind the blue train?'. Younger children are equally encouraged with their language development as the childminder uses hand puppets to encourage children as they express themselves through babbling sounds of their own.

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

Children clearly demonstrate that they feel safe and secure with the childminder as they form appropriate bonds and attachments. The childminder takes time to get to know the children as she encourages a settling-in period where children can become familiar in their surroundings. Each child has an individually named peg with their photograph displayed, helping them to feel a sense of belonging and promoting their independence. Children respond well to the childminder and are given time to explore the activities and resources around them, which they are able to make choices about. Their personal, social and emotional development is encouraged because the childminder regularly promotes their self-confidence through praise and encouragement. All children are equally supported, encouraged and have the same access to the resources and activities available and the childminder manages this well. For example, older children enjoy a sticking activity away

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

from the fingers of younger crawling babies, who have resources suitable for their age and stage of development to explore.

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

Appropriate behaviour is suitably promoted as the childminder encourages all children to be kind to each other through sharing and turn-taking activities, for example, when using the musical instruments. The childminder explains that children need to take turns with the resources and praises them for good sharing. Children learn about self-care skills as they prepare for lunch by washing their hands and they are encouraged to feed themselves. Children eat healthily and their physical development is encouraged because they are provided with fresh meals and snacks and enjoy opportunities for regular fresh air and exercise. Children enjoy regular outings to the local toddler groups and take part in local activities with the friends they are forming relationships with. This promotes their confidence and social skills in situations away from the childminder's home. Furthermore, these experiences support children's transitions in situations such as home to pre-school.

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provision

The childminder demonstrates a sufficient knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage. She is able to protect children in her care because she has a clear understanding of her role and responsibility to safeguard children. The childminder has undertaken additional training and has shared her safeguarding procedure with parents. She completes regular written and visual risk assessments of her home and outings which children take part in, further promoting their safety. However, the childminder is less secure in her understanding of how children's next steps are incorporated into the day-to day-planning of activities to consistently promote challenge and support children in their learning and development effectively. As a result the Early Years Foundation Stage learning and development requirements are not fully met.

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provision

The childminder has begun to look at ways in which she can monitor and evaluate her setting and is aware of some areas for improvement. However, self-evaluation is not used to monitor the educational programmes. Therefore, the childminder does not confirm that she is providing a broad range of experiences help children make progress across all areas of learning. The childminder has a positive and friendly relationship with parents and information is regularly shared between them about the children's routines and the activities they take part. This effectively supports children's continuity of care and learning. Childminded children in the early years age group do not currently attend any other settings. However, the childminder understands the importance in sharing information about what children know and can do with other practitioners and how this impacts on their learning and development.

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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 EY448454 Local authority Hertfordshire Inspection number 804644 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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Name of provider

Date of previous inspection Not applicable

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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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