King Claire Louise

Inspection date

Previous inspection date 28/02/2013 03/11/2009

p.1

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

p.1

This provision is satisfactory

 Children respond well to the childminder because they are supported by her to develop secure attachments. This contributes towards their well-being and helps them to develop a sense of belonging.  The childminder consistently provides children with a balanced range of meals and snacks including fresh fruit and vegetables. This contributes towards supporting children's well-being and helps them to learn about how to maintain a healthy lifestyle.  The childminder makes sure that she takes time to hold frequent discussions with parent's, to find out about their child's individual needs. This keeps her up-to-date with information about children's interests and achievements at home, helping her to support continuity of care and learning.

p.1

It is not yet good because

 The childminder's planning is not always accurately based on children's next stage of development which is identified through their observations and assessments. This has some impact on children's progress because learning experiences provided are not always fully matched to their individual needs.  The partnership arrangements with the other settings children attend do not consistently include information about their next steps in learning. Therefore they are not effective enough to fully support continuity in children's learning and development.

p.1

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

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

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.

p.2

Inspection activities

 The inspector observed activities and interacted with minded children in the living room, which is the main area used for childminding. The inspector also viewed the outdoor play area.

p.2

Inspection activities

 The inspector held lots of discussions with the childminder including how she observes, assesses and plans to meet children's individual needs.

p.2

Inspection activities

 The inspector looked at and discussed the childminder's policies and procedures and a range of other relevant documentation.

p.2

Inspection activities

 The inspector took account of written feedback given by parents regarding the service provided.

p.2

Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 16 and 13 years in Welwyn Garden City, Hertfordshire. The childminder uses the whole of the ground floor and the enclosed rear garden for her childminding. The childminder holds an appropriate Level 3 National Vocational Qualification.

p.3

Information about the setting

The childminder attends local playgroups and activities at the local children's centre. She visits the shops and parks on a regular basis. She collects children from local schools and pre-schools.

p.3

Information about the setting

There are currently eight children on roll, four are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.pm Monday to Friday, except for bank holidays and family holidays.

p.3

must:

 develop the use of the information which is gathered through observations and assessments to accurately plan the educational programme based on children's identified next steps in learning.

p.3

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

 develop further the arrangements for working closely with the other settings, which children attend, so that information about children's early education is consistently shared and used to plan together and think through ideas for how to move the child forward.

p.3

who attend

The childminder demonstrates a sound knowledge and understanding of the Early Years Foundation Stage. As a result, children make satisfactory progress in their development and are gaining some skills to help them in their next stage of learning. The childminder makes precise observations of children on a frequent basis. She uses this data along with contributions from parents to complete an accurate assessment of each child. However, there is a weakness in the childminders consistent use of this information. Consequently, children's next steps in learning are not always used to effectively inform the planning of all activities to ensure appropiate challenge for children is always incorporated. Parents are kept well informed about their children's individual care and achievements. As a result, they are provided with information which helps them support their learning and development at home.

p.3

who attend

The childminder uses a sound range of teaching methods which helps to support children's participation and engagement in some activities. Language development is encouraged by the childminder's positive interactions which the children enjoy. For example, they become excited at the anticipated arrival and subsequent departure of the refuse collector. They are responsive to the childminder and use simple sentences to share their thoughts and feelings with her. For example, expressing disappointment at the collector's departure they say, 'He gone now'. Babies show increased attention when they hear the familiar voice of the childminder. They listen to the sounds she makes and at times mimic what they hear. Children are happy and confident in the care of the childminder. They are provided with opportunities to extend their social skills through regular trips out in the community. For example, they visit the local playgroups and the library. Children form

p.4

who attend

special friendships with others attending, for example, they show care and consideration by offering younger children a drink and toys to play with.

p.4

who attend

The childminder provides age-appropriate puzzles, which promotes the development of physical skills. Children successfully handle and manoeuvre pieces into place. They show pride in this achievement and thoroughly enjoy the praise they receive. Babies are provided with sufficient space enabling them to independently move around exploring and investigating their environment. They practise crawling, returning to a sitting position when something interests them, such as colourful bricks. They independently hold onto furniture and resources as a means of pulling themselves up into a standing position, which they enjoy. The childminder encourages the development of self-care skills, for example, babies are encouraged to feed themselves finger foods. Babies demonstrate a sense of security, which is shown in their demeanour when they are held or cuddled by the childminder.

p.4

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

The childminder thoughtfully manages children's transition from home. As a result they are supported to settle quickly. For example, parents are encouraged to share important background information about their child. This information exchange is maintained throughout the child's placement. This ensures the childminder is kept up-to-date with children's achievements at home. Children develop secure attachments to the childminder, which promotes their well-being and sense of belonging. This is regularly demonstrated through their interactions with her. For example, inviting her to join in with their games or in the case of babies, seeking her out for emotional support when they are tired or frustrated.

p.4

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

The childminder acts as a positive role model to children, implementing a sensitive and consistent behaviour management approach. Children respond positively to the consistent praise and encouragement given by the childminder. However, the weakness in planning at times impacts on the promotion of children's independence. For example, they are encouraged to choose resources to play with, and enjoy working out how to transport them into the living room. However, children are not always supported to independently problem solve during play. As a result, confidence and self-esteem is not always fully promoted. Babies, on the whole, are able to easily access toys and resources which interest them.

p.4

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

The childminder ensures that she meets hygiene requirements. For example, she uses protective gloves when changing nappies and making sure that changing mats are cleaned after use. Older children are provided with appropriate hand washing and drying facilities, which supports them to manage their own personal needs. The childminder ensures that young children are kept hydrated by the provision of regular drinks. Food provided includes fresh fruit and vegetables, which help children learn about how a healthy diet. The childminder organises trips outside of the home and access to her garden. This ensures that children have daily access to fresh air and exercise further supporting their well-being.

p.5

provision

The childminder demonstrates an adequate awareness of her responsibility to protect the children in her care. She has previously undertaken safeguarding training and has a policy in place demonstrating her sound understanding of issues surrounding child protection. The childminder has implemented safety measures in her home which minimise risks to children. For example, she ensures that the environment is secure, which prevents children from leaving unnoticed. Children take part in age appropriate discussions about safety issues. They learn that tidying away toys reduces the chance of them tripping over. Children respond positively by helping to instructions to tidy away their toys after play.

p.5

provision

The childminder shows a reasonable understanding of her obligation to ensure that learning and development requirements are met. However, at times the weakness in planning results in a lack of consistent challenge. The childminder has established open communication with parents to ensure they are provided with relevant information on a frequent basis. Relationships with other providers of care and education are sound and promote the consistent sharing of information about children's care needs. However, there is a weakness in sharing information linked to children's learning. Therefore, children's continuity of learning is not fully supported. Parents report that they are extremely happy with the childminder and are 'blown away' by her commitment to partnership working. They also describe the childminder as 'dedicated, accommodating and supportive'. Parents are also pleased with the wide range of fun activities provided for their children.

p.5

provision

Since her last inspection the childminder has achieved an appropriate National Vocational Qualification at Level 3. She has also addressed the action and recommendations raised on the previous inspection. For example, she has developed her knowledge of diversity which has improved children's opportunities to learn about the diverse world they live in. In addition she has improved the organisation of her setting through the implementation of self-evaluation. For example, she takes account of parents and children's views through discussions and uses this to inform the future development of her service.

p.5

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

p.6

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 action. 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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY306037 Local authority Hertfordshire Inspection number 820310 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.8

Telephone number

set out in the guidance ‘Complaints procedure: 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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10