Childminder in Hertfordshire

Inspection date

Previous inspection date 13/12/2012 22/11/2011

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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 are good communicators who ask questions and voice their opinions. This is because the childminder encourages them to express themselves and to be aware of the views of others.  Children thrive in their health and physical development because they take responsibility for their own personal hygiene and discuss the link between hygiene and health.  Children develop a keen interest in the world around them because the childminder skilfully offers new information to them as they discuss their current interests.  The learning environment and the organisation of resources facilitate individual choice to enhance child-initiated learning.

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It is not yet outstanding because

 Continuity of learning is not fully supported because there is limited sharing of information between the childminder and other settings delivering the Early Years Foundation Stage.

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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 childminder's house, and talked with the childminder and children.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives with her children aged 11 years and eight years in a village close to Hitchin, Hertfordshire. The whole of the ground floor of the childminder's home is used for childminding. There is an enclosed garden available for outside play. The family has a dog.

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Information about the setting

There are currently eight children on roll. Two children are in the early years age group and attend before school only. There are six school-age children who attend before school. The childminder takes children to local schools. She operates in term time only offering care before school hours from 7.45am to 9am.

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

 promote effective communication with other settings delivering the Early Years Foundation Stage to ensure that there are regular opportunities to share information about children's learning and development to support continuity in their learning.

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who attend

Children are enthusiastic and arrive at the childminder's home each day ready to take part in activities. They bring with them objects that fascinate them and the childminder skilfully builds on those interests. For example, when children arrive with a conker the childminder helps them to explore where conkers grow and to learn about the shells that surround them while attached to the tree. Children and the childminder discuss national landmarks, such as the Tower of London and the Shard, and celebrations which are taking place, such as Christingle services. This helps to extend their vocabulary and communication skills, and they develop a keen interest in the world around them. Children pay close attention to daily events. They comment on things, such as the cold weather and make links between the frost on the ground and snow. Children tell the childminder that that would like to wrap some snow inside some paper to see what happens. The childminder explores this

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who attend

with them by asking how this would feel and they go on to discuss what would happen if they placed a snowball into the freezer. The childminder makes very good use of incidental learning opportunities to encourage children to think critically and to be motivated to learn.

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who attend

The childminder has a firm understanding of how children learn and has a clear understanding of each child's current developmental milestone. She works with them on the next steps in their learning and acknowledges their strengths and achievements with frequent praise. Planning incorporates each child's ongoing interests and takes account of the interests, and requests, made by children each day for new or favourite activities. The childminder demonstrates that she seeks the views of children to enable her to plan for them. For example, the children plan the days on which they will each make choices regarding films to watch and this fosters their cooperation. Each child is confident to communicate their own needs and preferences. They work comfortably with the childminder and listen closely to what she says. They explore topics, in which they are interested, and use the internet to complete research together. This

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who attend

includes discussing countries and examining artefacts, such as those from India held by the childminder. Children like to use reference books to discover new facts. These activities promote their interest in literacy as well as promoting their use of technology. Furthermore they develop an interest in the world around them. Children use electronic sketch pads and write confidently. They name letters of the alphabet and write independently. Building blocks and construction bricks are popular. Children work side by side to develop structures that they then describe to the childminder. They calculate how many blocks they need to complete projects and make estimations of the numbers of blocks in each other's structures. Consequently, they show that they are using mathematics within everyday play and learning.

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

All children feel secure with the childminder and arrive each day eager to tell her about their forthcoming day at school. The childminder ensures that she is fully informed about events that take place in school and in children's home lives. She therefore shows the children that she is interested in what is taking place and helps to prepare them for any changes that occur. Transitions between the reception class and the next class are discussed fully and children become confident to make the next move at school.

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

All children behave well and receive consistent and positive behaviour encouragement that helps them to consider the needs of others and develop good self-esteem. Children enjoy helping each other. For example, when a structure that has been made by a child is knocked over by the dog, the group of children eagerly help to rebuild it for him. They show a sensitivity to the feelings of each other. Children are observed each day to enable the childminder to plan for the following day's activities. Children also take part in deciding on the activities for forthcoming days and take turns to make decisions for the group. This means that regular observation informs the care provided and that children understand that their views are listened to.

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

Children show a good understanding of health and hygiene. They speak about why they remove muddy shoes when coming through the front door; they know that keeping the home clean is important for health. All children meet their personal health care independently. Children feed the dog with treats, as they train him to complete tricks, and, because he has licked their hands, immediately wash them. They know that after handling the dog they must wash their hands. They demonstrate a firm awareness of how to maintain health through good hygiene routines.

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

Children are kept safe on the premises because the childminder completes regular assessments of risk. This means that children can play safely and initiate learning. Children take part in emergency evacuation procedures each term. Each day, when walking to school, children practise road safety procedures. Younger children hold hands with the older children and listen well to instructions. This reinforces their personal safety. Children are able to describe how to contact the emergency services from a land line telephone or mobile telephone. They fully understand the importance of knowing how to keep themselves safe.

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provision

The childminder sets good standards for the quality of care that she offers. She ensures that the documentation and procedures, as required by the safeguarding and welfare requirements of the Early Years Foundation Stage, are in place. The childminder speaks with parents regularly and uses text messaging, and telephone contact, where needed. She seeks parental views with regard to her service to enable her to make continued improvement. She makes changes to the organisation of resources, and the space within the home, to help children to thrive and play comfortably. Further improvement to the resources and environment, such as the development of the outdoor area, are a result of the childminder's own evaluation of her service. She seeks training, in addition to that which is mandatory, such as arranging an annual refresher course for first aid. Consequently, she continues to improve her care and safety for children.

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provision

The childminder's understanding of safeguarding is robust and she ensures that children's welfare is assured. She maintains a clear written procedure for safeguarding that is shared with parents. The childminder speaks clearly about prohibiting the use of any electronic device which could be used to take photographs or link to social networking sites. She shows that she is particularly aware of potential risks to children as they use modern technology.

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provision

The childminder is not currently caring for any children with specific identified needs. However, she is fully aware of the importance of working with other professionals where necessary. The childminder does work with the schools that children attend to ensure that children are prepared for school and transitions that take place therein. Daily contact with them helps to support care and well-being. However, the links with other settings and key persons are not fully developed to ensure that individual needs and consistency of learning is promoted. Children are very secure in the home, and make very good relationships with the childminder and other children. Consequently, children have a positive experience that forms a good base for continued 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 EY313388 Local authority Hertfordshire Inspection number 820420 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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