Childminder in Hertfordshire

Inspection date

Previous inspection date 24/01/2013 20/05/2010

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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 are well supported by the childminder's clear, gentle and consistent care. This results in children being content, settled and happy.  The childminder provides good opportunities for children to attend toddler groups to develop their social skills.  Children enjoy learning about healthy living through the good choice of non-fiction books.

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It is not yet good because

 There are insufficient toys and learning opportunities for children to explore diversity, which means that their developing understanding of the world is limited.  Parents are not always encouraged to be fully involved in their children's learning, through contributing to their children's learning record and through the sharing of ideas to extend learning at home.  There is scope for the childminder to improve the monitoring of the provision to ensure that all areas of learning are sufficiently covered in the planning to help children's play reflect a wide range of experiences. This specifically relates to extending children's awareness of literacy and understanding the world.

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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 and the interaction between the childminder and the children, in the main downstairs room.

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Inspection activities

 The inspector looked at children's individual profiles, a sample of parental questionnaires and a selection of relevant procedures.

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Inspection activities

 The inspector carried out discussions with the childminder at appropriate times throughout the session.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with two sons in a house in North Watford and uses the whole of the ground floor and the rear garden for childminding. The childminder attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre- schools. There are currently four children on roll, two are in the early years age group who attend for a variety of sessions and two are school-age children who attend before and after school. She cares for children all year round from 7am to 7pm, Monday to Friday, except for family holidays.

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must:

 develop further the educational programme for understanding the world to promote and value diversity by using planned opportunities for children to learn about similarities and differences between themselves and others, sharing rhymes and stories from many cultures, sometimes using languages other than English, particularly where children are learning English as an additional language.

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

 develop the existing information available to parents to help them continue their children's learning at home and to give parents greater opportunity to contribute to their children's learning record

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

 increase existing methods to better monitor the learning environment and to ensure sufficient attention is paid to developing the educational programme for literacy. This specifically links to the free access to books to ignite children's interest in reading.

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who attend

The childminder provides a warm and stimulating learning environment overall. She has a secure understanding of child development and supports children to make sound progress from their starting points because she observes and assesses what the children can do. The childminder helps children progress in their learning by generally offering appropriate equipment. She recognises when they can complete jigsaws and offers more challenging but achievable puzzles with extra pieces, helping children extend what they can do. However, some books are stored at a height, which does not fully encourage children to read favourite books at a time of their choosing. The childminder plans activities, which offer a range of learning experiences. However, these do not offer a full breadth of opportunities for learning and development. For example, children do not have sufficient opportunities to find out about festivals linked to other cultures or play with multi-cultural

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who attend

resources to bring their home language into their play and learning. As a result, children are not able to fully develop an awareness of the diverse society in which they live.

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who attend

The childminder ensures that children have valuable chances to develop their physical skills during the regular trips to the childminder groups. Children are encouraged to use the wheeled toys competently without bumping into others. They try to build towers taller than themselves using the large soft play materials. Children use appropriate tools during the creative activities as they crinkle tissue paper and spread glue. This helps to develop an awareness of numeral, supporting their increasing interest in mathematics.

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who attend

During story time the childminder ensures that children have opportunities to join in. Children choose the book from some offered by the childminder. They listen carefully and the childminder asks appropriate questions to encourage the children to talk about the different sounds the trains make while sharing a book. The childminder supports children to count and recognise numerals within the picture. They point with their fingers as they count the birds in the picture and they can name the numerals on the side of the train.

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who attend

The childminder helps children demonstrate positive attitudes to learning and to be suitably motivated in their play. She supports children to find a specific toy by giving clear, precise instructions in an appropriate manner. Children enjoy their chosen activity of making one object into another with the interlocking bricks. The childminder supports them to maintain their focus on this activity by reminding them of their previous ideas and approaches. When they have completed their model, they all celebrate the success with 'high fives'. This helps children to persevere and remain motivated, important skills to support their readiness for school.

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who attend

The childminder gives parents information on their children's day including details of what they have achieved. She undertakes the progress check for children aged two years using information she collects over time when caring for them. This confirms that children are making progress within their expected range of development. This information is appropriately shared with parents, although there are fewer opportunities for the parents to see and contribute to their children's learning record. This restricts the two way flow of information and limits their ability to help children's learning at home.

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

Children are happy and comfortable in the childminder's care. Children form a close attachment to the childminder and this promotes their well-being. There is a welcoming environment and children's favourite toys are easily available in generous amounts to help them share. Children follow daily routines which supports their feelings of security. They enthusiastically tidy away the toys before story time. Through these secure routines children are beginning to understand the passage of time. The childminder provides clear guidance for children about what is acceptable behaviour. Children are encouraged to think about the feelings of others and to say sorry if appropriate. This helps children to fel secure in her care. Through their regular attendance at local childminder groups and the sensitive support of the childminder, children learn valuable social skills. For example, children learn to make friends and interact suitably with others. As a result, they develop a

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

sense of self and learn to mix, share and cooperate with other children. This prepares them for their move to and from the childminder's care and when the time arrives, to school.

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

The childminder effectively promotes the good health of children. She uses non-fiction books at story time to discuss, in a fun way, cleaning teeth and good hygiene routines in the bathroom. Through discussion, the childminder demonstrates an understanding of the benefits for children from playing out of doors. For example, the childminder encourages children to wear appropriate clothing and discover the pleasure of exploring different weather conditions. Children enjoyed short periods playing outside after a snowfall. The childminder ensures children understand how to keep themselves safe as she discusses road safety during outings and regular walks. Older children enjoy practising the emergency evacuation plan and crawl to the door covering their heads with a blanket to pretend that the premises are smoked filled. Meal times give children valuable chances to talk about the benefits of healthy eating. The childminder knows and respects their likes

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provision

The childminder has a sound understanding of her role and responsibilities with regard to the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good knowledge of current safeguarding procedures and has completed the appropriate training. Appropriate policies and procedures are in place and shared with parents to ensure the safety and well-being of all children attending the provision.

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provision

The childminder is committed to continuous improvement. The childminder has undertaken further training to improve her knowledge and practice of the Early Years Foundation Stage. The childminder has appropriately introduced the progress check for children aged two years. She reflects upon this process and has a clear plan to improve this process for the benefit of children. The childminder meets with other childminders, in order to share ideas and learn from the experiences of others. The childminder demonstrates appropriate ways for working with other professionals to ensure children get the help they need within an appropriate timescale.

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provision

Parents are happy with the care the childminder provides as they share their views through regular questionnaires. The childminder gives parents reassurance about their children's development. Children's progress is suitably tracked through the childminder's frequent observations. However, monitoring of planning does not check all areas of learning are comprehensively covered within the learning environment. As a consequence, areas of learning, such as literacy and understanding the world, is not given equal coverage.

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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 EY348131 Local authority Hertfordshire Inspection number 886422 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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.

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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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