Childminder in Hertfordshire

Inspection date

Previous inspection date 24/01/2013 31/05/2012

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children form strong bonds and attachments because the childminder provides plenty of care and attention to build their self-assurance. As a result, children display high levels of confidence, feel secure and develop close relationships with the childminder and her family.  Children are motivated to learn and interested in what they choose to do because the childminder successfully guides their interests and stimulates learning through play. This helps children develop their language, thinking and ability to solve problems.  The childminder has a secure knowledge of safeguarding issues and is confident to implement her procedures as required. This ensures children are protected.

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It is not yet good because

 The childminder is not able to track children's progress reliably because she does not establish clear developmental starting points on entry to the setting.  Parents do not have consistent opportunities to share what they know about their children's learning at home or contribute to their learning records.  The childminder does not seek the views of parents and children to identify precise areas for improvement when she is evaluating the provision.

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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 compulsory part 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 main play area.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journeys, the childminder's self- evaluation form and a selection of policies and records.  The inspector took account of the views of a parent conveyed in writing.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her partner and three children aged 13, nine and eight years in Croxley Green, Hertfordshire. The whole of the house and rear garden are used for childminding. The family has three cats.

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Information about the setting

The childminder attends the local children's centre and toddler groups on a regular basis. She collects children from the local schools and pre-schools. She is a member of the National Childminding Association. There are currently two children on roll in the early years age group who attend on a part-time basis. The childminder operates all year round from 7.30am to 7pm Monday to Friday, except for family holidays.

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must:

 improve observations and assessments of children by gathering more detailed information about children's developmental stages and home life when they join to establish starting points; and consider using guidance, such as Development Matters, to help plan and track children's progress more effectively.

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

 provide more consistent opportunities for parents to share what they know about children's learning and development at home and include this in the learning journey records

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

 build on self-evaluation by including the views of parents and children to identify and plan for further areas for improvement based on the needs of those using the service.

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who attend

The childminder allows children plenty of time to play with what interests them and guides their learning while they do so. For example, when a child chooses to play with the trains and vehicles, she uses this as an opportunity to build on their understanding of size, shape and capacity by encouraging them to find play figures that are the right size to fit into the tractor cab. She carefully structures questions to challenge the child's thinking and ability to solve problems. When she asks whether a larger figure will fit in the space, the child responds by saying 'he's too big to fit in there.' As a result of her interaction, children sustain their interest and concentration. The childminder listens to what children say and engages them in conversation to build on their communication and language development appropriately. She repeats what they say to model clear language and to reinforce their vocabulary and understanding. Children, therefore, are confident in using language to

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who attend

express their thoughts and needs. They are suitably encouraged to count and match colours while playing with toys. They count the number of train carriages and identify colours on shape sorters. The childminder provides a suitable range of toys and uses resources to support children's learning. Children explore a range of materials and textures. They use paint to make marks and explore the feel of snow and ice. They find out about the world by visiting the local environment, such as when they visit the duck pond, and by playing with dinosaur and animal figures. They begin to develop their own ideas by acting out what they know through role play and dressing up. The range of activities and experiences is broad enough to allow children to make progress in all areas of learning and acquire the skills and knowledge required for future learning.

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who attend

The childminder suitably identifies children's achievements by making regular observations and assessments. She is beginning to match these to the areas of learning and development in order to plan the next steps in children's learning and to track their ongoing progress. However, parents are not asked in enough depth to share what they know about their child's development during the settling-in process. They provide some information about personal care routines, but this does not extend to finding out about what children already know and can do. Consequently, planning for learning is not necessarily based on an accurate assessment of children's starting points. Parents are kept well informed overall about their children's progress but the childminder has yet to explore ways of including their comments or assessments of their children's development in the learning journey records. This means there is greater capacity to involve parents in

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

Children form strong bonds and emotional attachments with the childminder and her family members. They relate well to her gentle, warm approach and feel secure because she provides plenty of one-to-one attention. As a result, children are happy and growing in confidence. This is illustrated well by a parent who comments that her child 'loves attending and often does not want to go home'. The childminder balances this close personal attention with opportunities for children to socialise more widely, such as when making regular visits to toddler groups. She ensures that all children, regardless of their age, are included in activities together. Younger children particularly enjoy activities around the table with older children after school. This builds their self-assurance and fosters their sense of belonging. Children behave well and understand expectations. They are able to modify their behaviour if angry or upset because the childminder successfully

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

diverts their attention away from the problem in a calm manner. Consequently, children learn to manage their feelings and behaviour appropriately.

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

The childminder attends to children's care needs well. She works together with parents to ensure children eat and sleep according to their particular needs. Developmental issues, such as toilet training, are discussed and appropriate methods are agreed upon. Children show growing independence in managing their own personal care by deciding when they are thirsty or when they need to go to the toilet. Children are encouraged to be physically active. The childminder provides suitable daily opportunities for outside play and exercise. Children use the well-equipped garden in fine weather where they use wheeled toys, bounce on the trampoline and use small apparatus to help with movement and coordination. They go on walks to explore the local environment by visiting play parks or indoor play centres in adverse weather.

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

The childminder is developing appropriate partnerships with other early years providers involved with children's care. For example, she has met with the pre-school that a child will be attending shortly and discussed assessment arrangements in order to ensure there is continuity of learning. She uses appropriate books to help prepare children for the move so that they become familiar with the idea of a new environment. This helps the transition process between different early years providers.

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provision

The childminder has a secure knowledge of the safeguarding and welfare requirements. She has appropriate policies and procedures which are shared with parents and support the safe management of the provision. She understands her responsibilities in protecting children and does not hesitate to implement her safeguarding procedure in the event of any concerns about a child's welfare or safety. She ensures all adults in the household have the necessary background checks carried out and she supervises children at all times to protect them.

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provision

The childminder's knowledge of the learning and development requirements continues to develop steadily. She is committed to developing her practice and demonstrates how she has made some improvements since the last inspection. For example, she seeks guidance and support from her local children's centre to help with making observations of children. This has helped develop her knowledge of the Statutory Framework for the Early Years Foundation Stage and how to use her observations to inform planning for individual children. She has identified some training and is considering studying towards a qualification in early years practice that will help build her knowledge. Some improvement in her systems is clearly evident, although there is scope to build on this further to ensure the process of tracking children's progress is more reliable. The childminder has begun to use a self-evaluation form to reflect on what she does well and where further

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provision

improvement can be made. Overall, self-evaluation is accurate. However, she does not seek or reflect on the views of parents and children so the system is not robust in identifying precise areas for development.

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provision

The childminder has positive working relationships with parents and carers. They feel reassured by the regular communication and updates they receive, such as text messages and photographs. She has not needed to work in partnership with other agencies so far, but demonstrates that she has suitable knowledge of how she would secure any interventions to ensure all children receive the support they need.

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The Childcare Register

The requirements for the compulsory 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 EY401715 Local authority Hertfordshire Inspection number 875194 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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