Childminder in Hertfordshire

Inspection date

Previous inspection date 28/01/2013 10/12/2009

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

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This provision is satisfactory

 Children are generally supported to acquire and build on their current skills and make effective progress in their development and learning for the next stages. They are building attachments and bonds, which promote their well-being and independence.  The planned playroom and wide selection of resources create an enabling environment for all ages of children to promote independence and engage them in purposeful play.  The childminder supports children to develop a suitable understanding of the importance of physical exercise and a healthy diet.

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It is not yet good because

 The childminder's safeguarding knowledge does not include the action to be taken in the event of an allegation being made against herself or a member of the household.  Insufficient information is gained with regard to children's starting points and therefore, this information is not used as part of the planning for children's progress, in order to fully meet their needs.  The childminder does not fully encourage parents to share information about their child's learning and development at home, so that children's learning can be consolidated and extended effectively. Partnerships with other providers are not fully established and therefore, do not contribute to meeting children's learning needs.

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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 two main playrooms downstairs and the kitchen.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, a selection of policies and children's records.  The inspector also took account of some parental questionnaires.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works from her mother's house where her two adult siblings and one aged 15-years-old live, in Stevenage, Hertfordshire. The childminder uses the whole of the ground floor and the rear garden for childminding. The family has two dogs, guinea pigs and keeps African land snails. The childminder works alongside her mother, who is also a registered childminder and there are currently 28 children on roll, 10 of whom are in the early years age group, who attend for a variety of sessions and 18 are school-aged children, who attend before and after school. She provides care all year round from 6.30am to 6pm, Monday to Friday, except for bank holidays.

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must:

 ensure knowledge of the procedure to follow in the event of an allegation against the childminder or a member of the household is secure.

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

 develop methods of consistent collection of information about children's developmental abilities when they start, to ensure that it is used to effectively plan and to meet their needs and interests, for example by using an 'all about me' booklet

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

 extend partnership working with other providers to obtain a fuller picture of children's next steps and consistency in learning, especially where their child attends the other setting for most of their Early Years Foundation Stage provision

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

 help parents to consistently share what they know about their child, in relation to their ongoing learning and development at home and provide further opportunities for them to contribute to their child's learning record.

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who attend

The childminder has a satisfactory knowledge and understanding of the Early Years Foundation Stage. She is able to support children's learning by planning and providing stimulating activities and experiences that cover the seven areas of learning. She chooses to use written observational assessment to help her identify the development bands that children are working at and the next steps in their learning. However, insufficient information is obtained from parents regarding children's learning and development to underpin her identification of their starting points. Therefore, this information is not consistently secure to support planning for children's progress, in all areas of learning. Children are able to make choices about what they play with from the wide selection of resources available and show exploratory impulses, moving their hands through the glitter confetti and making marks in the sand. Children's mathematical skills are developing as

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who attend

they build a tower with different shaped blocks. The childminder supports their play, talking about the different shapes, pointing to each one in turn and prompting the number. The childminder links activities to children's interests, for example, one child new to the setting likes monkeys. The topic on wild animals provides opportunities for the child to make binoculars to go 'on safari' and draw and name wild animals to make their own book. Children are given time to revisit activities and build on their skills, for example, they sit for a length of time colouring and then came back to 'do some more'. They are proud of their achievements and actively seek out the other childminder, showing her the bouncing spiral snakes, which they have made. Children learn about the world around them experimenting with magnetic toys and operating torches. The childminder meets their request to make a tent, providing them with a sheet and helping them to lay it over

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who attend

the top of the book area, so that they can sit underneath it. Children are, therefore, gaining a generally satisfactory range of skills that supports their future learning.

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who attend

Children are confident to approach and talk to the childminder. She uses lots of repetition to clarify what young children say, as their speech is sometimes unclear and to reinforce their understanding and use of language. Children enjoy role play and use the dragon puppet, pretending to roar and breathe fire. The childminder extends this play further by suggesting that they dress-up in the dragon costumes.

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who attend

The childminder initially gathers information from the parents about children's likes and dislikes and their care routines, in order to support her in meeting their needs. There is scope to improve parents' involvement in their children's learning and development as the childminder does not consistently encourage them to contribute to the learning journeys or share information from home. Therefore, children's learning is not always consolidated and extended effectively.

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

Children feel secure and comfortable in the setting and are forming warm relationships with the childminder, which promotes their well-being and independence. The childminder gives clear explanations about the possible consequences of certain behaviour to promote children's understanding of how to behave well. For example, she carefully explains to the children why they need to share the toys and take turns. Children respond well to the verbal praise given by the childminder.

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

The childminder provides a well-balanced diet with fruit and vegetables and works with parents to meet any specific dietary requirements. All weather suits are provided by the childminder, so that children can benefit from going outdoors on a daily basis. For example, on the walk back from school, children thoroughly enjoy the snow, making footprints, building snowmen and singing songs about snow. The childminder has a large selection of climbing apparatus in the garden for differing abilities and children use this equipment in developing their physical skills. Children are becoming competent at managing their personal needs relative to their ages as they use the toilet independently and use cutlery effectively at mealtimes. Children learn about keeping themselves safe as they recite their road safety song on the way to school and regularly practise the emergency evacuation plan.

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

Children are given lots of opportunities to mix and interact with other children at the childminder's home, which promotes their personal, social and emotional development. Children are reasonably prepared for transitions to other settings. They enjoy going to collect the older children from the local schools and nurseries and this helps them to become familiar with the settings. The childminder talks to them about what to expect when they start pre-school and supports the older children in developing literacy skills as they share their 'reading' books and do their homework.

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provision

The childminder understands her responsibility in meeting the learning and development requirements and has amended her assessment and planning documentation to reflect the revised Early Years Foundation Stage. She works closely with her co-childminder in monitoring the educational programmes, planning and assessment to ensure that children have a wide range of experiences to help them progress towards the early learning goals. However, inconsistent information regarding all children's starting points in their learning is obtained to support this ongoing progress. The childminder regularly reviews her observational assessment to ensure that children with special needs and/or disabilities are targeted for and so that the appropriate interventions are sought.

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provision

She has recently attended safeguarding training and has a clear understanding of the procedure to follow, if she has any safeguarding concerns. However, the childminder's knowledge does not include what action is to be taken if an allegation is made against herself or a member of the household, to ensure that she securely protects all children in her care. This is also a breach of the Childcare Register requirements. Risk assessments and daily visual checks are done by the childminder, to ensure that children are kept safe from potential hazards.

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provision

Although, the childminder verbally shares information about the children's care, the systems for parents to contribute to their child's learning record are not engaging all of them. Links with parents are not always strong enough to ensure that individual needs are identified and met. The childminder has made little effort to establish partnerships with other settings delivering the Early Years Foundation Stage. Consequently, there is a lack of consistency in children's assessments between the two provisions and any intervention needed may not be clearly identified.

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provision

The childminder has effective systems in place for monitoring and reviewing her practice. She seeks the views of children and parents in helping her to identify her strengths and weaknesses and the plans for improvement are clearly targeted to strengthen her practice.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (Arrangements for Safeguarding children) (both parts of the Childcare Register)  take action as specified above (Arrangements for Safeguarding children).

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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 EY256425 Local authority Hertfordshire Inspection number 819755 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 28

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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. 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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