Childminder in Hertfordshire

Inspection date

Previous inspection date 11/03/2013 22/09/2010

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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 actively encourages parents to share information about their child's learning and development at home. This supports her to plan a wide range of activities, which effectively meet children's individual needs.  The childminder initiates good partnership working to support children and their families. This means that she well prepared for children's transition into her service, helping them to settle swiftly.  Children's good health is supported well by the childminder. This is because she provides them with a balanced range of foods including plenty of fresh fruit and vegetables.  The childminder has a good understanding about the individual learning styles of the children in her care. She supports learning through effective observation and identifying each child's next steps for learning.  Children relate very well to the childminder, showing that they feel safe and secure in her care. This supports their well-being and independence.

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It is not yet outstanding because

 There is scope to improve the outdoor area to further support learning across all areas.

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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 observed children taking part in activities in the living room and conservatory and viewed the outdoor play area.

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Inspection activities

 The inspector looked through a range of documentation including the childminder's policies, procedures and children's development records.

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Inspection activities

 The inspector held a wide range of discussions with the childminder and interacted with childminded children.

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Inspection activities

 The inspector took account of the views of parents recorded in questionnaires returned to the childminder.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 11 years, nine years and six years in a house in Bishop Stortford, Hertfordshire. The whole of the ground floor and the rear garden are used for childminding. The family has one cat and four chickens as pets.

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Information about the setting

The childminder attends a toddler group. She visits the shops and park on a regular basis. She collects children from local pre-schools.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates from 8am to 6pm, Monday to Friday, term time only. 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 outdoor learning environment to promote even more learning opportunities across all areas, for example, by providing stimulating visual resources and equipment which encourage exploration and investigation of the environment.

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who attend

The childminder seeks information about children and their families prior to their entry into her service. Alongside parents, she completes a profile about each child including information about their care and development needs. This ensures that she is well prepared to effectively meet each child's unique needs. Once in her care, the childminder undertakes frequent observations of children, which helps her to accurately assess their development stages. In addition, she actively seeks regular contributions from parents about their child's achievements at home. This information enables her to effectively plan to meet children's individual learning needs. Ongoing communication with parents ensures that they are kept well informed about their child's care and development. This also provides them with the opportunity to fully support their child's learning at home. This planned approach by the childminder effectively helps children to make good progress

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who attend

towards the early learning goals, supporting their development and preparing them well for the next stage in their learning. The organisation of the indoor environment promotes even very young children's interest and independent participation in learning. This demonstrates the childminder's good understanding of how young children learn through play and exploration. She uses a good range of effective teaching methods, taking account of children's individual learning styles. For example, babies are sensitively supported to pursue their own interests. This helps them to develop a positive disposition to learning. Babies' strong exploratory impulse is also fostered by the wide range of high quality, attractive and stimulating toys provided by the childminder. As a result, opportunities for children to explore, investigate and learn in the indoor environment are well embedded. However, those who show a preference for

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who attend

the outdoors have less opportunity, to participate in and extend their learning across all areas, such as literacy.

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who attend

The provision of books and small world play helps to support inclusion, providing positive images of similarities and differences. Language development is supported well by the childminder, for example, she uses intonation to engage children's interest when reading books or singing rhymes. She is tuned into the different sounds babies make to convey messages and provides pictorial clues to support less able children make their wants and needs known. Children enjoy playing with and exploring a range of media. For example, they discover to their delight that battery operated toys make a sound when they touch them or press buttons. Children's understanding of the world is further stimulated by close contact with the childminder's chickens. They learn how to care for living creatures and where eggs come from. Physical development is encouraged, for example, young children are provided with ample space to crawl and practice new skill such as walking. They

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who attend

confidently seek out the childminder, holding out their hands to let her know that they would like support to walk around the home. When taking steps independently young children show pleasure and pride in their achievement.

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who attend

Children's physical development is stimulated and encouraged through regular access to outdoor play. For example, they enjoy exciting visits to nearby woods and local parks. The childminder effectively encourages children to develop skills in self-care. At snack time children are encouraged to feed themselves and thoroughly enjoy helping themselves to fresh fruit.

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

The childminder provides a caring, homely environment in which children are supported to develop firm attachments. This is clearly shown by their strong sense of security in her care. Children are valued as individuals by the childminder who places high priority on their well-being. This is demonstrated by the organisation of her home which is safe and well maintained. As a result, children are settled, happy and confident. Proactive partnership working is established from the start of placement. This ensures that children settle swiftly and are supported throughout their placement with the childminder. Children learn about what is acceptable behaviour through the provision of consistent, sensitive and age appropriate guidance. This helps them to build good levels of self-esteem and confidence, preparing for future transition into school. Children's good health is supported well, for example, the childminder follows a recognised

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

healthy eating plan. Her home cooked meals, contain lots of fresh fruit and vegetables, providing children with a nutritious and balanced diet. The childminder effectively meets hygiene requirements, for example, she has registered with her local Environmental Health department, and successfully maintains her home to a good standard. Older children have access to a ground floor toilet and are able to manage their care needs independently. Babies are regularly given gentle reminders to have a drink. This helps to ensure that they remain hydrated at all times, promoting their good health. Children are provided with access to vigorous physical play, in the rear garden, parks and in local woodland. This encourages them to learn about maintaining healthy lifestyles. The childminder supports children's understanding about how to keep themselves safe, for instance, they learn about road safety on trips out in the local community.

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provision

The childminder shows a good awareness of her responsibility to protect children she cares for. For example, she has recently completed safeguarding training. She has risk assessed her home and garden and has put a wide range of safety measures in place, which minimise risks to children. For example, children are prevented from leaving her home unnoticed. In addition, she supports children's understanding of how to keep themselves and others safe, such as how to avoid accidents when crossing the road.

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provision

The childminder ensures that the learning and development requirements are met. Her planning ensures that children are provided with consistent challenge. Partnerships with parents are well established and make a strong contribution towards meeting children's needs. This is because the childminder has worked hard to actively develop clear, open channels of communication. As a result, parents are aware of their child's stages of development and how they can support their learning at home. Parents comment their child 'always appears to be smiling and enthusiastic in the childminder's care'. They feel 'really pleased with the home from home care' and are happy with the 'consistent feedback' provided. Parents also value the 'support and advice' they receive from her. There are no children currently attending other settings in parallel. However, the childminder shows a good understanding of the importance of partnership working with

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provision

other providers of care and education to promote continuity of learning.

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provision

The childminder's thorough self-evaluation of her practice takes into account the views of parents and children. Her drive for improvement is demonstrated by her commitment to further develop her practice. For example, she has improved the methods she uses to observe and assess children's progress. Regular discussion and exchange of ideas with other registered childminders adds further breadth to the monitoring and assessment process. This demonstrates her desire to constantly improve the service she provides for children and their families.

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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 EY405388 Local authority Hertfordshire Inspection number 879515 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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

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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