Smith, Charlotte Helen

Inspection date

Previous inspection date 15/01/2013 14/11/2008

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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 secure understanding of all areas of learning and how children learn best through play. She purposefully plans fun activities and makes good use of spontaneous opportunities to promote each child's learning.  The childminder asks open-ended questions to develop and encourage children's language and communication skills through their play.  The childminder has close bonds with the children which enables them to feel secure. Children are happy and confident in her care and enjoy their time with her demonstrating high levels of independence and curiosity.  Children make good progress in their learning as the childminder organises child- initiated and structured activities in a well-resourced environment that is welcoming and child friendly.

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It is not yet outstanding because

 Ways of engaging all parents in their children's learning are not fully established.  There is scope to extend and enhance children's learning through providing more opportunities for them to learn about cultural diversity.

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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 lounge, playroom and kitchen.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's development records, a selection of policies, the childminder's self-evaluation documents and children's records.  Views of parents were taken from parental questionnaires.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged nine years, five years and one year in a house in St Albans, Hertfordshire. The whole of the ground floor and the rear garden are used for childminding. The family have three guinea pigs as pets. The childminder attends a childminder group and is able to take and collect children from local schools and pre-schools. There are currently four children on roll, one of whom is in the early years age group. The childminder operates all year round. She is a member of the National Childminding Association.

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

 extend opportunities for parents to share information about their child's learning and development at home

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

 extend children's understanding of the wider world through providing more opportunities for them to experience an environment and play experiences that reflect cultural diversity.

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who attend

The childminder has high expectations for all children in her care and she ensures activities are adapted to meet the individual developmental needs of each child. The learning environment is stimulating and engaging and encourages children to explore and play. Children move freely around the playroom helping themselves to resources that interest them. They confidently bring toys from the playroom into the lounge where they continue their play. For example, children use their imaginations when they 'make lunch' on a play cooker in the playroom. They then feed their babies and decide to take them for a walk and continue their play in the lounge. Children's language skills are developing as the childminder engages them in conversations. She encourages them to communicate effectively and is skilful in offering support when needed. She extends their language and gets children to think as she talks about where they have taken their babies for a walk and

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who attend

what they plan to do next. The childminder ensures that there is a balance of adult-led and child-initiated activities throughout the day. She encourages children to concentrate and persevere in their learning and this helps to prepare them for when they start to attend nursery or school.

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who attend

The childminder understands how children learn best and makes sure their interests are incorporated into their play. For example, children show good levels of concentration and perseverance on self-chosen tasks, such as drawing and gluing. The childminder allows children time to investigate on their own and they enjoy making pictures using a variety of craft materials. She knows when to offer help and extend their learning through introducing new ideas, such as assisting children in making pirate hats from the available materials which they thoroughly enjoy. Children's interest in colours is enriched when they play a simple game organised by the childminder where they have to find as many items in the playroom of a chosen colour. Children delight in excitedly gathering as many yellow items as possible and then sit with the childminder as they talk about what the items are and discuss the colour.

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who attend

Children enjoy themselves and have fun as they play with the childminder. Mathematical development is successfully promoted through play. For example, when cooking children count the spoons of flour or the eggs and when out walking they count the passing cars and other vehicles. Children's literacy skills are promoted when they convert the playroom into a restaurant, write menus and make 'open' and 'closed' signs. Children learn about the environment and the local community as the childminder ensures good use is made of the surrounding parks, children's playgrounds and other local amenities. For example, they enjoy attending 'messy play' sessions and regularly visit the library where they belong to a book club. The childminder promotes a positive awareness of diversity and the wider world although there is scope to extend opportunities for children to learn about other countries, cultures and religions.

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who attend

The childminder monitors children's learning and development. For example, children's individual learning journeys contain examples of children's work and includes a range of activities that they have enjoyed and which show their progress. The childminder identifies children's ongoing achievements in all areas of their learning and then uses this information to plan future activities and play experiences. The childminder knows the children well and she uses this knowledge effectively to further support them in promoting their development. The childminder keeps parents informed about their child's progress and achievements through daily conversations. However, opportunities for parents to share achievements and progress from home have not been fully explored.

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

Children form secure emotional attachments to the childminder who is a good role model. Their well-being is promoted as the childminder takes time to talk and listen to what children have to say and this helps children to feel valued. From an early age their independence is encouraged and children are confident to make choices in their play, with the indoor and outdoor environments organised to support their all-round development. Children show enthusiasm for learning as they move around the play areas and make their own discoveries within the childminder's home. A sense of belonging is fostered as each child has individual attention. This helps to ease the transition when new children are settling-in as it develops their confidence and promotes their self-esteem and enables them to feel valued in the childminding environment. Children behave well as the childminder provides clear guidance for them about what is acceptable behaviour. They

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

are effectively supported in their play with regular praise and encouragement. Through discussion children learn how to behave well because they learn simple house rules, such as sharing and taking turns.

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

Children's safety is promoted and they are developing a good understanding of how to keep themselves and others safe. When out walking they discuss road safety and learn how to cross the road safely. At home they learn about potential hazards, such as the dangers of fire and enjoy related stories. Children are learning about how to stay healthy through discussion and effective support and guidance from the childminder. They know they must wash their hands before eating and the childminder regularly discusses with the children the reasons for doing so. Children participate in a varied range of activities which positively contributes to their good health and physical fitness. For example, they go for walks, play in the garden, enjoy regular visits to children's parks and go to see the childminder's horses. They also enjoy participating in soft play activities and love to dance when playing with the musical instruments. Healthy eating is encouraged and children are

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

provided with a balanced, healthy diet with individual dietary requirements catered for. Children learn about the benefits of healthy eating. For example, they enjoy helping to make a fruit salad using a selection of favourite fruits or making pizzas with a range of healthy toppings. They talk about the benefits of eating a balanced diet and discuss why fruit and vegetables are good for their bodies.

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provision

The childminder has a secure knowledge of the safeguarding and welfare requirements and children's safety is well-promoted. She prioritises children's safety and well-being and ensures that she is fully focussed on children's needs throughout the day. Safeguarding procedures are robust, ensuring that children are protected from harm and neglect. For example, the childminder ensures she keeps up-to-date with current safeguarding guidelines through training and is about to complete a refresher course. The childminder maintains a safe environment and carries out risk assessments to ensure potential hazards are identified and minimised. All required documentation is in place and organised well to support the smooth running of the setting and to ensure children's well-being.

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provision

The childminder has a secure knowledge of the revised Statutory Framework for the Early Years Foundation Stage. She fully understands her responsibilities to meet the requirements and she closely monitors the quality of the service she provides. For example, she is fully aware of her key strengths and has recently implemented a self- evaluation system to help sustain continuous improvement. This includes systems so she closely monitors the educational programme, including planning and assessment to ensure children make progress in their learning and development. She continues to regularly review and update all records, including children's contracts and information, along with the settings written policies and procedures. The childminder is also proactive in seeking the views of parents. Parents speak highly of her service and her commitment to meet their children's needs. The childminder is keen to continue to develop her knowledge

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provision

through training. She is an experienced childminder and has regularly updated her knowledge through attending short courses and workshops. She has also identified further courses she wants to complete to develop her skills to continue to promote good outcomes for children.

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provision

The childminder welcomes parents into the home and positively encourages good partnerships to ensure children's individual needs are identified and met. She understands the importance of working in partnership with other providers delivering the revised Early Years Foundation Stage. For example, she has developed close links with the schools children attend to ensure continuity in children's care and learning. She also works in partnership with others, such as a children's centre and she is a member of a childminding group.

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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 EY372141 Local authority Hertfordshire Inspection number 821294 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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. 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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