Childminder in Hertfordshire

Inspection date

Previous inspection date 28/01/2013 05/10/2011

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder has a very secure understanding of how children learn and she makes good use of opportunities to promote their learning through play and planned activities.  Children develop good communication skills because the childminder uses consistent language during activities and routines.  The childminder provides a nurturing environment in which children form strong relationships and feel secure. They are well-behaved and are developing independent skills through routine activities.  The childminder uses her skills of observation to successfully extend and challenge children's learning through daily activities.  Children's development is effectively promoted, as the childminder works effectively with children's interests and preferences to provide interesting activities across all areas of learning.

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It is not yet outstanding because

 Ways of engaging all parents in their children's learning are not developed to the very optimum.  Working in partnership with other early years providers to support children's learning and development is not fully maximised.

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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 taking place in the lounge.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's development records, a selection of documents and children's records.  Views of parents were taken from parental references.

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Information about the setting

The childminder was registered in 1996 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Hemel Hempstead, Hertfordshire. The whole of the house and the rear garden are used for childminding. The family have a tropical fish tank and two dogs as pets. The childminder attends a childminder group and is able to take and collect children from local schools and pre-schools. There are currently seven children on roll, two of whom are in the early years age group. She is open Monday to Friday all year round from 7am to 7pm, except for family holidays.

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

 further enhance ways to engage all parents in their children's learning through extending opportunities for them to actively contribute to their child's learning at the setting and at home

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

 extend opportunities for working in close partnership with other early years providers, to enhance children's learning and development, through sharing information more effectively.

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who attend

Children's learning and development are supported well by the childminder, who is fully aware that children learn through play. She ensures activities are adapted to meet the individual developmental needs of each child. For example, she has an accurate understanding of children's progress through undertaking regular observations and assessments. She then effectively plans the next steps in their learning using this information and consequently, children make good progress in their learning. The childminder ensures children's achievements are then regularly discussed and parents have opportunities to see their children's development books, called learning journeys. Systems so parents can actively contribute to these, such as encouraging them to share what their child has been doing at home, are not yet fully embedded.

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who attend

Children are keen and motivated in their play and the childminder has high expectations for all the children in her care. She ensures there is a balance of adult-led and child- initiated activities throughout the day and builds on children's current interests. For example, children show good levels of concentration and perseverance on self-chosen tasks, such as playing with trains. She allows children time to investigate on their own and then introduces other train related activities, such as reading stories about fictional train characters. Children's language skills are developing as the childminder engages them in conversations. For example, she extends children's language and gets them to think as she talks about the different train characters in the book. The childminder encourages them to communicate effectively and is skilful in offering support when needed. Children are therefore gaining a good range of skills that supports their future learning.

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who attend

Children benefit from a range of purposeful play experiences with a varied range of toys, resources and activities available. They are relaxed and at ease in a homely environment where they confidently make choices and decisions in their play. For example, they take the initiative in seeking out their favourite toys, such as large interconnecting bricks and quickly become absorbed in using their imagination to make towers. Their mathematical development is successfully promoted as they count how many bricks are in the tower.

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who attend

The childminder makes good use of the indoor and outdoor environments to promote children's play and learning. For example, regular outings to toddler groups encourage children's social skills and help to prepare them for transitions, such as starting pre-school or moving on to nursery or school. Children benefit from regular opportunities to explore the local community, such as outings to the post office to post a letter. They enjoy nature walks and delight in collecting a range of natural materials, such as leaves, conkers and feathers and using their creative skills to make pictures with the items.

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

Children are fully at ease in the childminder's home as they play and explore the environment. The childminder is a good role model for children. She takes time when talking to children and listens carefully to what they have to say which helps to develop their self-esteem and sense of achievement. For example, she speaks to them gently and claps enthusiastically when they achieve a small task, such as helping to tidy away toys or praises them when they build a high tower with bricks. Consequently, children form positive and close relationships with the childminder and are very happy and settled in her care. The childminder works in close partnership with parents to support children's all- round development and emotional well-being and this particularly helps aid transitions, such as when new children are settling-in.

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

The childminder understands the importance of providing an environment where children feel safe and secure and confident to try new experiences. She helps children gain an awareness of keeping themselves safe as she explains simple safety routines. For example, the childminder reminds children not to climb on the furniture as they may fall and hurt themselves. When out walking they learn about road safety and enjoy taking it in turns to press the button at the pelican crossing. Clear emergency evacuation procedures are in place, which are practised with the children to ensure they know how to stay safe in an emergency. Children behave well as they receive high levels of attention from the childminder and are engaged in interesting activities. The childminder provides clear guidance about what is acceptable behaviour and is consistent in the strategies used.

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

Children's health is promoted effectively with good hygiene practices, such as hand washing before eating or after playing outside, reinforced through the daily routine. Plenty of fresh air and exercise keep children fit. For example, children participate in regular walks or outings to children's parks where they particularly enjoy playing on the slide or swings or kicking a football. They are learning that exercise can be fun as they keenly participate in music and movement sessions at toddlers. Healthy eating is encouraged and children are provided with a balanced, healthy diet with individual dietary requirements catered for. Through discussion they learn about the benefits of healthy eating, such as when they talk about fruit and vegetables being good for them at snack and meal times.

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provision

The childminder is committed to providing a good quality service. She has worked hard to ensure she has a secure knowledge of the revised Early Years Foundation Stage and all of its requirements and this is reflected in her practice. She monitors the quality of the service she provides and because of her continual reflection is fully aware of her key strengths and the areas she wishes to develop further. For example, she evaluates her delivery of the educational programme including assessment and planning systems, to ensure the children in her care make good progress in their learning. The childminder has many years experience caring for children and is aware of the importance of keeping up- to-date with current child care practices. For example, she has completed a selection of early years workshops and has identified further training she would like to complete, which will further enhance her practice and have a positive impact on children.

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provision

The childminder's arrangements for safeguarding are thorough ensuring children's welfare is consistently prioritised and promoted. She is fully aware of her responsibilities with regard to child protection and clearly understands that the welfare of children is paramount at all times. She has a secure understanding of how to safeguard children's welfare as she updates her knowledge through attending suitable training on a regular basis. Children's safety is paramount and the environment in which children are cared for is safe. The childminder ensures children are closely supervised and supported in their play and effective measures are taken to minimise potential hazards. For example, written risk assessments and ongoing visual assessments ensure the environment remains safe and children are protected at all times.

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provision

Successful partnership with parents is underpinned by effective and consistent communication. For example, purposeful relationships between the childminder and parents help to ensure children's individual needs are generally met. Partnerships with other providers delivering the Early Years Foundation Stage are in place although there is scope to improve links with local schools and nurseries to fully support children's transition when moving on to school. The childminder liaises with the nearby children's centre and is an active member of a childminding group.

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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 129611 Local authority Hertfordshire Inspection number 817870 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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