Bunting, Jenna

Inspection date

Previous inspection date 17/01/2013 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are forming warm relationships with the childminder, who provides a kind and caring environment.  Children are learning the importance of sharing and taking turns and develop an understanding of acceptable behaviour because the childminder uses clear and appropriate boundaries.  Children's self-esteem and confidence are promoted through the childminder's regular praise and encouragement.  Children's language is encouraged through opportunities such as singing and regular story time with additional opportunities to take books home to read.  The childminder has a sound understanding of promoting children's health and well- being and, on occasions, children are involved in preparing their food.

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It is not yet good because

 The childminder does not have an explanation of the action to be taken in the event of an allegation being made against herself.  Children are not consistently challenged in their play and self-evaluation does not take into account the views of children at the setting.

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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 spoke with the childminder at appropriate times throughout the observations and talked with children as they played.  The inspector observed activities in the downstairs areas of the childminder's home.

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Inspection activities

 The inspector looked at the childminder's policies and procedures, self-evaluation form and discussed different activities which children had taken part in.  The inspector carried out a joint observation with the childminder.

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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 partner and one child aged two-years-old in a house in Hoddesdon, Hertfordshire. The whole of the ground floor and the rear garden are used for childminding. The family has no pets.

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Information about the setting

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

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Information about the setting

There are currently two children on roll, of whom one is in the early years age group and attends on a part-time basis. There is one school age child who attends before and after school on a regular basis. 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:

 provide an explanation of action to be taken in the event of an allegation being made against the childminder  ensure that children are effectively challenged in their play. For example, to encourage maths development provide opportunities for children to compare weight, capacity and time.

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

 develop self-evaluation to incorporate the views of children to ensure that improvement focuses on identified priorities.

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who attend

The childminder provides a range of interesting activities for children to enjoy. She has a suitable knowledge of the Statutory Framework for the Early Years Foundation Stage and plans interesting experiences across all areas of learning. The childminder is aware of her role and responsibilities regarding the educational programmes and she ensures that children have a balance of adult-led and child-initiated opportunities. Children's development is observed regularly across the prime and specific areas of learning and the next steps in their learning are incorporated into future planning. As a result, progress is based on children's individual needs. However, when children of different ages take part in a baking activity there is limited challenge provided. For example, older children are not encouraged to weigh out the ingredients or use scales to measure the amounts of ingredients required.

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who attend

Children's language development is fostered because during activities and everyday care the childminder regularly talks to children about what they are doing. For example, as the children and childminder play with some shapes and a sorter the childminder repeats the words of the different shapes for children to hear. This encourages children to copy and repeat the words and supports their learning. As a result children's vocabulary is within the developmental milestones for their age. The childminder further develops children's language as she encourages their interest in books. For example, she provides a library system which enables children to choose and take home books to read with their families as well as having access to these on a daily basis. These activities provide some support for children's readiness for school.

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who attend

Children's physical development is encouraged as they use a range of resources which are motivating and interesting for them to enjoy. For example, they take part in art and craft activities on a regular basis, using a range of materials and media. The childminder has not implemented the progress check at age two, because she does not currently care for any two-year-olds. However, she demonstrates awareness of this and understands her role in completing this. Parents are aware of their children's learning as the childminder encourages effective communication between them on a regular basis. For example, the childminder and parents discuss what the child has taken part in at the end of each day.

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

Children are developing an understanding of acceptable behaviour and are gently reminded of the childminder's boundaries to support their understanding. The childminder supports all children and encourages them to play together with the various resources they have available. As a result, children are kind to each other and are forming appropriate attachments with the childminder and other children. As part of encouraging the children to settle the childminder requests as much information as possible from parents about their children's likes, dislikes and individual routines. She takes time to ensure that settling-in visits help children to feel secure and seeing children happily leave their parents and carers with ease demonstrates how secure they feel. All children, regardless of their backgrounds or specific needs are cared for equally because the childminder ensures that their individual needs are supported.

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

Children are developing their personal self-care needs as they are supported and encouraged with this. For example, the childminder ensures that she has the children's favourite soap to encourage hand washing and praises children when they do this independently. Children are encouraged to develop healthy lifestyles with an appropriate emphasis on outdoor activities and play. For example, children have regular access to the garden and walk to and from school each day. Furthermore, they enjoy visits to the local parks where they run, climb and use larger static equipment. Children learn about healthy eating through discussion at meal times and when they take part in the preparation of meals. For example, they enjoy creating their own pizzas as well as washing and cutting the ingredients when preparing salad.

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

Children's self-confidence and self-esteem is developing because the childminder regularly praises and encourages the children. Additionally children's confidence and independence develops through situations away from their main care setting, such as the local groups they attend. This, and the opportunities to be independent in the home, helps them to prepare for the next big step in their life, which is starting pre-school. Children's transitions from the childminder's setting to pre-school are encouraged fully to ensure that children are well prepared. The childminder works with parents and staff to promote consistency, enabling the children to feel safe and settle with ease.

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provision

The childminder supports children with settling-in procedures to ensure that they feel safe and secure and she has created some records which she uses to monitor children's progress and development. She has demonstrated through her self-evaluation that she is aware of her areas for improvement and shows a commitment to improving her service through developing her own knowledge and understanding. Through regular discussion with parents, their views are used to implement change and make improvements. However, there is scope to incorporate the views of children into self-evaluation to ensure that this is rigorous.

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provision

The childminder demonstrates a sound understanding of the safeguarding and welfare requirements enabling her to protect children in her care. For example, she completes regular risk assessments of her home to ensure that children are cared for in a safe environment. However, the childminder has not fully met the safeguarding and welfare requirements because she does not have an explanation for the action to be taken if an allegation were to be made against herself. The childminder promotes children's equality of opportunity through the resources she provides and opportunities to take part in outings to the shops and parks within the local community. She organises activities to ensure that children make progress towards the early learning goals although there is scope to develop children's understanding of weights and measurements.

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provision

The childminder has a friendly, professional relationship with parents and regularly shares information with them about their children's routines and the activities they take part in. Parents are encouraged to share what they know about their children and the childminder provides a detailed record of what they have enjoyed and where they are in their learning through an informative learning journal. Relationships with other providers delivering the Early Years Foundation Stage are developing and the childminder regularly discusses children's development with staff at the local pre-school and primary school. As a result children receive consistent care and information sharing is promoted.

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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 EY448507 Local authority Hertfordshire Inspection number 809864 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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