Childminder in Hertfordshire

Inspection date

Previous inspection date 11/01/2013 14/05/2009

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children develop warm and secure relationships with the childminder as a result of her close partnerships with parents.  Children are able to select what they would like to play with, and therefore, develop their own ideas and independence and enhance their own learning through their interests.  Children are responsive to the childminder's interactions, which has a positive effect on the development of their language.

p.1

It is not yet good because

 Observations and assessments of the children made by the childminder do not give her sufficient information to effectively plan the next steps in the children's progress.  The childminder has not established a thorough self-evaluation process which takes into account the views of children and their parents.  Opportunities for children to use their home languages during play and routines are not fully explored.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the childminder's interactions with the children and observed lunch time.

p.2

Inspection activities

 The inspector talked to the childminder at suitable times about her practice and general routines.

p.2

Inspection activities

 The inspector took account of parents' views through a discussion with a parent and from thank you cards seen.

p.2

Information about the setting

The childminder was registered in 1997. She lives with her partner and adult child in South Oxhey, Watford in Hertfordshire. The ground floor of the childminder's house which includes a cloakroom is available for childminding. Children have access to the large through lounge and the conservatory which is dedicated to the children's needs. There is a large secure garden that is divided to offer two areas for play. There is a covered pond. The family have a dog. The childminder is currently caring for three children in the early years age range. She is also caring for two older children. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She offers care on a daily basis, before and after school, and during school holidays.

p.2

must:

 ensure observations of children are used effectively to fully understand their level of achievement and use guidance, such as 'Development Matters in the Early Years Foundation Stage' to identify possible areas in which to challenge and extend children's current learning and development.

p.3

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

 provide opportunities for children whose home language is other than English, to use that language

p.3

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

 build on the self-evaluation process to take into account the views of children and their parents.

p.3

who attend

The childminder has a basic understanding and knowledge of the revised Early Years Foundation Stage. Overall, children are making steady progress in their learning and development. The childminder observes children during their play and informs parents about these and their day-to-day activities. As a result, appropriate steps are taken to involve parents in their children's learning at home. However, the childminder's evaluations of children's observations are not robust enough to identify further challenges and the next steps in their learning. The childminder is aware of the need to carry out the two-year-old progress check and she has booked training for this. Information about children's interests and what they can do are discussed with parents when children first attend. As a result, children settle easily into the childminder's home.

p.3

who attend

Children are able to freely explore their surroundings and happily make decisions about their play. The childminder provides appropriate learning experiences for the children's ages and stages of development, which captures their interest. For example, play dough is set out on a low-level table with a varied range of tools to add interest to the activity and to support children's hand-eye coordination. Appropriate interaction from the childminder means that young children learn to use the tools, such as cutters and rolling pins successfully. This promotes their self-esteem and provides them with positive attitudes for learning. Older children enjoy using their imagination to make a range of models related to their interests. Discussions related to mathematical concepts, such as shapes, promotes children's understanding of these. They develop early mathematics skills during their play, adult-led activities and everyday routines. For example, baking introduces various

p.3

who attend

measuring and weighing and children count beads during threading activities. Children are able to easily access pens, coloured pencils and crayons to draw and practise their emerging writing skills.

p.4

who attend

The development of children's language is promoted through regular conversations during play and care routines. This enables children to copy words; this contributes to the development of their communication skills. Reading stories and visits to the book and toy library further promotes children's listening and speaking skills. Children whose home language is other than English are appropriately supported. For example, key words used by children in their own homes are sought from parents and are referred to during play and care routines. For example, children are beginning to repeat phrases heard from the childminder, such as 'very nice' and 'thank you'. However, the childminder has not fully explored other ideas to help children make connections between their home language and English during their play.

p.4

who attend

Regular outings to age-appropriate groups mean that children are able to socialise with children of similar ages. During these times, children have opportunities to develop their physical skills, such as riding bikes. In addition, they enjoy joining in with creative activities, such as painting and singing favourite songs. Outings to nearby parks and garden play during fine weather, contributes further to children's physical skills and helps them to learn about the world around them.

p.4

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

Children are settled and show that they have secure attachments with the childminder. They enjoy a warm and close relationship with her as she spends time talking and playing with them. The childminder is attentive to their needs. She is aware of individual dietary needs. She takes some steps to promote healthy eating, such as encouraging parents to supply healthy options for their children. In addition, she sits with children during their meal times and uses enjoyable strategies to encourage children to eat their food. The childminder is aware there is scope to fully explore other options to promote healthy eating habits with reluctant eaters. She has identified this as an area to develop.

p.4

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

Children's independence is promoted and pre-school children are able to dress themselves, for example, they fasten their own coats. This promotes their self-esteem and provides them with effective self-care skills. Children's transition to nursery and school are well supported. For example, the childminder has made strong relationships with the teachers of the local school and nursery because she has been taking children to the provisions for a long period of time.

p.4

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

Children are able to easily access from the selection of appropriate resources on offer. They are able to make their own choices and follow their individual interests. As a result, they are confident and self-motivated in their play. Children behave well. They learn to share and take turns, passing toys and tools to each other when playing with play dough. This means that they are building positive relationships with each other as they learn to play cooperatively. Clear procedures are followed to ensure children are kept safe at all times. For example, all areas used by children are risk assessed. A secure covering on the raised pond ensures children's safety whilst playing outdoors. In the garden children enjoy playing ball games and jumping on the trampoline. This provides them with fresh air, enables them to take safe risks and promotes their physical development, such as coordination skills.

p.5

provision

The childminder has a secure understanding of her responsibilities for safeguarding children. She has recently updated her knowledge by attending a relevant course. She is aware of the procedures to follow if she has any concerns about children in her care. Children's safety is promoted well as clear boundaries are in place.

p.5

provision

There is evidence to confirm that the actions raised at the last inspection have been addressed. For example, necessary documentation, such as the maintenance of children's attendance records are now in place. The childminder monitors her practice, although this tends to focus on previous actions or recommendations raised. She has identified her strengths and some areas for improvement, such as training regarding the two-year-old progress check. However, she has not included parents or children's views in the self- evaluation process to help improve the quality of care and learning of the children who attend. The childminder regularly attends a childminding support group where ideas for good practice are discussed.

p.5

provision

The childminder has a close relationships with parents. They share information about children's welfare and achievements on a daily basis. Parents speak well of the chidlminder and are grateful for the flexible service that she provides. Positive comments include, 'My child always wants to come here'. The childminder has a clear understanding of the importance of building relationships with other providers who deliver the Early Years Foundation Stage and works alongside parents to ensure information about the children is shared.

p.5

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

p.5

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.

p.6

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.

p.6

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.

p.6

Setting details

Unique reference number 130085 Local authority Hertfordshire Inspection number 817884 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.6

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8