Childminder in Hertfordshire

Inspection date

Previous inspection date 06/03/2013 22/10/2008

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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

 Children make good progress in their learning and development because the childminder has a wide range of resources and organises a varied range of activities and competently makes assessments of their development.  There are good partnerships with parents and carers and close partnerships with other settings where children attend. This ensures that children's care routines and individual needs are well met and that their learning is complemented effectively.  The childminder is well motivated in her professional development as she attends courses whenever possible. She implements knowledge gained so that this benefits the children in her care.  Children learn and develop in a variety of interesting different environments. They go on outings and out into the community, so they learn about the world around them and have challenging experiences.

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It is not yet outstanding because

 There is scope to extend the use of pictures and photographs so that younger children can express preferences and thoughts about their activities.  There is room to provide further opportunities for children to routinely see numbers and print during their play to make connections in their learning.

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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

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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.

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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 spoke with the childminder, her assistant and children at appropriate times.

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Inspection activities

 The inspector took account of the views of parents that were recorded in questionnaires and children's individual development journals.

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Inspection activities

 The inspector observed children during their play as well as the interaction between the children, the childminder and her assistant.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 16, 15 and eight years. Her husband is registered as an assistant. The whole of the ground floor, a bedroom and bathroom on the first floor are used for childminding. There is an enclosed rear garden for outdoor play. The family have a dog.

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Information about the setting

The childminder attends age-appropriate groups with children. She takes and collects children from the local schools and pre-schools. She collects children from the local schools and pre-schools. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions.

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Information about the setting

She operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of a local childminding group and 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:

 develop further the use of pictures and photographs showing familiar events, objects and activities so that younger children can express preferences, thoughts and feelings about their activities

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

 extend the environment so that it is rich in print and children can learn more about words in context and provide number labels for children to use in their play so that they make connections with mathematical concepts.

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who attend

The childminder takes positive steps to ensure she is very aware of children's starting points, interests and routines. This information is obtained from parents when children first come to her and through detailed observations. She carries out assessments of children's progress and shares these with parents. She uses her observations of children during their activities to plan their next steps in learning so that they make good progress. She makes effective use of the guidance, 'Development Matters in the Early Years Foundation Stage' to assess children's progress. The childminder is very aware of the need to carry out the 'Progress check at age two' as and when the need arises. Positive steps are taken to ensure parents and carers are involved in their children's learning. For example, the childminder provides a detailed termly summary of each child's progress and they receive daily written information about their children's care and development. In

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who attend

addition, parents can take home their children's learning journals. They are encouraged to contribute to the planning of children's activities. This helps to keep parents informed and involved in their children's learning and development.

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who attend

Children enjoy learning in a variety of different places. For example, they regularly attend purposeful activities, such as music sessions and rhyme time. This helps to promote children's language development. They visit areas of interest and enjoy outings to museums and water parks. They regularly go on walk within the community and visit the nearby woods. During this time they explore natural materials and enjoy taking items they have found home. This means that children learn and develop from being in different environments and learn about the world around them. It also helps to prepare them for future transitions, such as attending other settings or school. Children learn about diversity through a variety of interesting activities. For example, they recently enjoyed making diva lamps for Diwali. They also visited a Chinese restaurant in order to learn about the Chinese New Year. Following this visit they experimented with Chinese letters

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who attend

and used these to create interesting pictures.

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who attend

Indoors children freely access good quality resources in the bright and welcoming play room. The childminder has placed photographs of the contents on storage boxes so that children can easily see what is available for them. However, there is scope to use photographs of activities more to help younger children express their thoughts and feelings. Children take part in many craft activities and their art work adorns the walls in the play room. They visit the book library where they can make individual choices. This promotes early reading skills and a love of books. The childminder encourages counting skills during routines and children's play. However, this is not always extended for older children so that they can fully understand mathematical concepts. Print and number labels are not fully used so that older children can make connections in their play.

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who attend

Children enjoy imaginative play and playing with construction blocks. They freely move between the playroom and the living room. This means that they are confident and motivated to learn. The childminder and her assistant spend time talking and playing with the children. Good interaction takes place to help children build on their imagination and existing knowledge. For example, guidance and support is given to children when building complex models. Praise is provided throughout children's play. This supports children's self-esteem. Overall, the childminder's quality of teaching is good and she is successful in planning for children's individual needs to prepare them for their next stages of learning.

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

Children have good emotional attachments with the childminder and her assistant. Positive steps are taken to ensure children's individual home routines, likes and dislikes are well known. As a result, children feel secure and their personal, social and emotional development is effectively promoted. New children settle well, the flexible settling-in procedure and the close partnership with parents contributes effectively to this. The childminder and her assistant promote children's independence. For example, they ensure resources that children enjoy playing with are easily available. Transitions to school are well supported. For example, the childminder takes time to ensure children can practise skills, such as putting on their own coats and shoes.

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

Children behave well because they are busy and engaged in activities that interest them. The childminder and her assistant are consistent in their approach and children understand the 'house rules'. Younger children are helped to develop good social skills, such as turn taking through games and the use of a sand timer. Younger children become excited when they are getting ready to collect their older friends from school. This shows that they have good relationships with their peers and look forward to seeing each other.

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

Children's health is effectively promoted. The childminder ensures meals and snacks are nutritious so that children learning about healthy food. She works closely with parents so that dietary needs are known. In addition, she provides information leaflets to them about helping children develop healthy eating habits. The childminder understands the importance of physical exercise and fresh air, which helps to promote healthy lifestyles. Children use the garden in fine weather, visit parks and woodland and enjoy practising their physical skills in a soft play centre. This means that they have opportunities to take safe risks during their play and an early understanding of the benefits of physical exercise. Children learn about keeping themselves safe through routines and organised activities. For example, they have met fire officers and a road safety person who reinforced how to keep themselves safe in an emergency and when walking to and from school.

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provision

The childminder has effectively developed her knowledge of observation, assessment and planning for children's stage of development. Her attention to children's records is very detailed to show children's progression and parents value these. She monitors the planning of activities to ensure learning and development is promoted. Relationships with parents are very good and they are kept well-informed, as they receive detailed information about their children's learning and development. Comments from parents are complimentary. One parent states that her child's social interaction has 'come on in leaps and bounds' since being with the childminder. The childminder also liaises well with other settings that children attend and effectively shares information to promote continuity in children's learning. As a result, transitions between the children's home, the childminder's setting and nursery are highly effective.

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provision

The childminder effectively implements the safeguarding and welfare requirements. She has good knowledge and understanding of how to protect children and knows who to contact if she has any concerns. She ensures her assistant is fully aware of procedures to protect children. All areas are routinely checked to ensure children are safe at all times. For example, safety gates to prevent young children from accessing the kitchen are used. She works well with her assistant to supervise children and keep them safe.

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provision

The childminder has an extremely positive attitude to continuous professional development and ongoing improvements to her provision. She attends continual training sessions and has impacted some ideas gained into her practice, such as the use of natural materials when visiting the woods. In addition, the childminder is considering undertaking a further qualification in childcare. This demonstrates a commitment to developing her knowledge and practice with the children.

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provision

The childminder has recently become involved in a local childminding network group where good ideas to promote children's learning and development are shared. Since the last inspection the childminder has created additional spaces for children's play. She has developed her garden so that it is safe to use and children now have use of an additional playroom. Her self-evaluation process is detailed to show improvements made and the impact this has had on children's learning and development. Views of her assistant, parents and children are highly valued. For example, older children requested more outings to a soft play area. The childminder effectively acted upon this so that children benefit from their contribution to the evaluation of the service provided.

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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 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.

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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 EY369815 Local authority Hertfordshire Inspection number 878582 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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.

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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, which are usually the childminder’s 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

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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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