Childminder in Hertfordshire

Inspection date

Previous inspection date 30/01/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is very well organised. She gives a high priority to ensuring that she has a secure knowledge of children's routines and interests. As a result, they are very settled and make good progress in their learning and development.  The childminder uses good quality discussions during free play and adult-led activities, which support children's learning effectively.  The childminder links into children's interests well to ensure that they are actively engaged in their leaning.  The childminder has developed good relationships with the parents. There is a high degree of trust between them and parents know their children are safe and well cared for in her care. They value the information, which she provides to show how she supports their children's development and welfare.

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It is not yet outstanding because

 The childminder has not fully explored how the outdoor area can be used to promote and expand all aspects of children's development.  Links with other providers have not been fully established to help support continuity of learning for children.

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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 children during their play indoors and at lunch time.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed the way the childminder evaluates her practice.

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Inspection activities

 The inspector looked at a selection of documents, including children's assessment records. She discussed with the childminder how she is using these to support children's individual learning and development.

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Inspection activities

 The inspector took into account the views of parents through written feedback provided to 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 husband and children aged 10 months and two years. They live in a suburb of St Albans, Hertfordshire. The whole of the ground floor, a bathroom and a bedroom on the first floor are used for childminding. There is a secure garden for outdoor play. The childminder visits the nearby park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There is currently one child on roll, who is in the early years age group. This child attends for a variety of sessions. The childminder also provides care for children before and after school. She operates during term time only from 7am to 6pm, Monday to Friday. 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:

 enhance the use of the outdoor area to provide children with flexible, all year round rich, varied and imaginative experiences linked to the areas of learning

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

 build on the partnerships with other providers, so that information about children is fully shared.

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who attend

Children play well together and are learning to share resources and to take turns. They freely move around the playroom dedicated to their needs and make independent choices in their play. They enjoy good quality discussions with the childminder during their free play and adult-led activities. The childminder is a natural communicator with children and takes every opportunity to promote their development. In particular, children's language skills and imagination are very well supported. For example, children routinely enjoy imaginative stories entitled 'one day'. Open questions are skilfully used, so that all children can contribute their ideas to the story. They become excited during the story as they talk about who and what they may see at the seaside. Later, they enjoy a drawing, colouring and a tracing activity related to the seaside. They spend a lengthy time engrossed in creating their pictures and enjoy matching connecting items together, such as pictures of

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who attend

a bucket and spade. This helps children to concentrate and means that they are making connections in their learning. This also helps to promote their early writing skills. Art and craft activities are regularly planned for children, so that they can develop skills in using a variety of tools, such as scissors and glue. This provides them with the confidence to use a wide variety of materials and equipment.

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who attend

Songs, nursery rhymes, board games and baking are used to promote children's early understanding of mathematical skills. Outdoors, children enjoy practising their physical skills and play in the garden is offered most days when the older children return from school. However, the childminder is yet to fully utilise the outdoor area to implement rich, varied and imaginative learning opportunities that will support children's learning and development in all areas. A wide range of books are easily available to develop children's interest in reading. Boxes of good quality resources are clearly labelled, so that they can see that print carries meaning. Indoors, children enjoy playing construction games. During this time, they learn about shapes and colours. Discussions about what children have learnt at pre-school leads to a game of building houses. Reference is made to a popular children's story and they confidently recall the story.

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who attend

Children are interested and keen learners because the childminder ensures that her plans are flexible enough to adapt their ideas into indoor learning opportunities. She is mainly guided by children's interests to plan her activities and uses themes to complement her planning. As a result, children develop a positive attitude to learning. Children's starting points, individual needs, routines and ongoing interests are very well known. These are obtained through discussions with parents, effective use of the 'all about me' document and the childminder's comprehensive assessments. The childminder keeps parents well informed about their children's progress, so that they can support learning at home. For example, the comprehensive learning journals show children's next steps in their learning. These along with the detailed daily diaries, e-mails, visits to children's homes and discussions contributes effectively to the strong partnership with parents. She has carried

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who attend

out the two-year-old progress check and has shared this with parents. However, she is yet to share her knowledge about children's progression with other providers where they attend, so that there is a continuity of learning and development for them. Overall, the childminder is successful in planning for children's individual needs to prepare them for their next stages of learning, such as starting nursery or school.

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

Children enjoy warm relationships with the childminder. Valuable time is taken to get to know each child. This helps her adapt activities according to children's individual needs and capabilities. In addition, she effectively supports the children's physical and emotional well-being. The childminder is friendly and interested in everything they say and do. As a result, children develop good levels of confidence, are well motivated and show that they feel settled and secure. They happily explore the playroom and engage actively in learning. The broad range of resources are attractively stored and easily available. The low-level table provides children with space for table-top activities, such as painting and mealtimes.

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

Children's self-esteem is very well supported. For example, children's art work and reward charts for trying new foods adorn the walls. Children behave well because the childminder provides clear boundaries and they are busy in activities, which they are interested in. Any issues are discussed and quickly resolved with parents. Children are helped to understand how to keep themselves and their friends safe through the sharing of books related to safety. They know to keep small items away from younger children. In addition, safety messages are calmly delivered throughout the day. For example, a discussion calmly takes place about what might happen if children do not sit properly on chairs during mealtimes. This helps children learn good social skills as well as learning about how to keep themselves safe. The childminder provides nutritious meals and snacks. She works closely with parents to ensure that children are helped to develop good eating habits. Dietary

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

needs and preferences are well known and parents value this contribution.

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

Children's independence is promoted through encouraging children to attend to their own personal hygiene needs. This contributes to them developing good levels of self-care skills for when they move to the next stage in their learning. Children develop an awareness of healthy living as they walk to and from pre-school. In addition, they visit the nearby park regularly to practise their physical skills. The childminder ensures that her routine is adapted to meet children's individual sleep or rest needs. Comforters are provided, which means that children settle easily. Effective use of listening and viewing monitors ensure that children are comfortable and settled.

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provision

The childminder is very well organised and has a clear understanding of the requirements of the Early Years Foundation Stage. This is reflected in the children's detailed assessment records. Comprehensive policies are in place, regularly reviewed and shared effectively with parents. She carefully plans the day based on children's individual interests and needs. All aspects of her childcare are regularly reviewed, so that children actively learn and are safe as possible at all times. For example, she considers the age and stage of development of each child and takes necessary steps, such as using safety gates to keep younger children safe. She has a clear understanding of how to safeguard children and knows what to do if she is concerned about a child in her care.

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provision

Since registration, the childminder has been continually reviewing how she can improve. She has identified clear ideas on how to develop her practice for the benefit of all children, such as, reading related early years articles and booking onto relevant training courses. She has evaluated the service, which she provides and has included the views of parents and children through discussions and detailed questionnaires, which are complimentary. References from parents are very positive. For example, they state that the childminder is naturally calm, friendly and genuinely interested in children. The childminder collects children from local pre-schools, where children attend. She has taken some steps to become familiar with the children's key persons. However, this partnership does not yet fully share information on the care and leaning needs of children for consistency of learning. The childminder is aware of the need to work with other professionals, who offer

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provision

The childminder strives to provide the best possible care and learning for children. For example, she attends childminding network meetings where good practice can be shared. In addition, she subscribes to relevant early years magazines and online resources. Ideas obtained from these sources are successfully implemented with the children, so that they are interested and engaged in learning. The childminder is interested in further training, such as observations and assessment. She demonstrates a strong capacity to maintain continuous improvement.

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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 EY450228 Local authority Hertfordshire Inspection number 880435 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 1

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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. 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

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Type of provision

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, safeguarding and child protection.

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Type of provision

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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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