Childminder in Hertfordshire

Inspection date

Previous inspection date 19/03/2013 10/03/2010

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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

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This provision is satisfactory

 Children develop their thinking and understanding because the childminder introduces ideas during every day play situations, such as encouraging them to think how to build a fairy castle with bricks of different size and colour.  Children develop health awareness and self-care skills because the childminder encourages them to eat a range of fresh vegetables with their meals and provides consistent routines that help children to become independent in washing their hands.  The childminder works closely with her co-childminder in order to share the care of the children. For example, she takes responsibility for ensuring the premises are well maintained, and therefore, suitable and safe for young children.

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It is not yet good because

 The childminder does not use information and assessments of children made by other early years settings that children attend, which means she does not fully support their continuity in learning and transitions between settings.  Some information provided to parents about the safeguarding policy and procedures contradicts what actually happens in practice and is, therefore, misleading and could impact on children's safety.  Children do not have opportunities within the setting to see and use family photographs to promote discussion about special people and significant experiences.

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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 activities in the main living room and kitchen.

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Inspection activities

 The inspector spoke with the childminder and her co-childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works together with a co- childminder, who is her daughter. She lives in a house in Northchurch, near Berkhamsted, and uses the whole of the house and the rear garden for childminding. The childminder is also a foster carer.

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Information about the setting

The childminder attends a toddler group and visits the shops and park on a regular basis. She collects children from the local schools and 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. She is open all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays.

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must:

 improve the way information is shared between settings to support children's continuity in learning and their transitions between settings, with particular regard to assessment and the progress check at age two

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must:

 clarify the information given to parents regarding the childminder's legal responsibility to notify agencies of any concerns about children's safety or welfare.

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

 improve the educational programme for understanding the world by providing photographs of children's families and friends to encourage discussion about special people and significant experiences.

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who attend

The childminder supports an educational programme that is mainly planned by her co- childminder. This provides a suitable balance of adult-led activities and child-initiated play to support children's progress in all areas of learning and development. Planning is based upon what they both know children enjoy doing but is also flexible enough to be abandoned in order to adapt to children's changing moods, interests and circumstances. The childminder contributes to simple observations of children made by her co-minder which are beginning to be used to identify children's next steps in learning. Parents are encouraged through regular discussion to share what they know about their children and the childminders share information with them about children's achievements and abilities within the setting. This helps parents to be involved in children's learning. However, the childminder has not explored ways of sharing information with other providers that

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who attend

currently care for children and is unaware of any assessments or whether a progress check at age two has been carried out by the main provider. This means planning and assessment do not take account of children's skills and abilities gained elsewhere.

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who attend

Children are prepared for later learning in school because the childminder sensitively guides and supports children's learning during their play. She helps them to listen, to communicate and develop their thinking. For example, while children build a fairy castle with building blocks she discreetly extends their ideas and thinking by asking whether the castle needs doors and windows and where they might need to be placed. She introduces the concept of size and colour into the task so that children begin to use mathematical language by identifying bricks that are big, small, the same or different. Children remain motivated and engaged in this activity and are proud of their completed model. The childminder allows them to keep it on display when the remainder of the blocks are tidied away, which gives children a sense of self-worth in their efforts. Children also display their drawings and artwork on the kitchen wall which shows them that their efforts are valued.

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who attend

The childminder has obtained a wider range of interactive toys which children are keen to use, and more recently they have shown interest in using the childminder's laptop computer under supervision. This builds their hand-to-eye coordination and concentration, and therefore, equips them with some of the skills needed for later learning in school.

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who attend

Children gain first-hand experience of nature and the living world on outings to the local forest and butterfly farm, where they use their senses to explore. They feel what it is like to touch a snail and observe the butterflies. Children have well-developed imaginations and enjoy role play. The childminder recognises that it is not always necessary to join in with the children, such as when not wanting to disturb their concentration as they dress the dolls. This allows children to keep trying in order to complete a task independently. During role play, she links children's ideas to their experiences by encouraging them to talk about family members. This helps develop their awareness of people and communities. However, children do not have opportunities to build on this by using photographs of their family members within the setting to help them recognise and describe people or events that are special to them.

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

The childminder and her co-childminder are jointly involved in the settling-in process for new children. This allows them to get to know the children's individual needs equally well. Children settle well and make secure relationships with familiar adults and children because the childminder sensitively responds to children's feelings and provides constant routines that help reassure them. There is regular discussion with parents about children's development, which enables the childminder to support children's care needs and well- being to an extent. She is less effective in supporting children's emotional needs and continuity of care as they move between different care providers because there is no communication with other settings.

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

The childminder provides consistent opportunities that help children to become aware of acceptable behaviour and to develop independence in their health and personal care. For example, she expects children to take off and put away their shoes and coats on arrival each day and involves them in tidying up after playing with the toys. Children are keen to do this because they enjoy the praise they receive for being helpful. She allows children sufficient time to wash their hands properly before eating and discusses the importance of doing so, which helps them become aware of good hygiene practices. Children are provided with healthy choices when having snacks and meals. She offers a variety of vegetables to try that she knows they do not eat at home so that they gradually broaden their tastes and recognise which foods are good for their health and development. Children take regular exercise on visits to the nearby park where they use apparatus, such

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

as the slide and balance beam. This allows them to experiment in moving in different ways and to take some risk in a safe, controlled environment. The childminder prepares children for what to do in the event of an emergency by allowing children to take part in the emergency evacuation drill.

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provision

The childminder works closely in collaboration with her co-childminder. She takes responsibility for ensuring the premises are well maintained, safe and suitable for young children. Together they share the care and learning of the children. The childminder has a basic knowledge of the Statutory Framework for the Early Years Foundation Stage and understands most requirements. She and her co-childminder share a set of policies and procedures for which they take joint responsibility for reviewing. Most of these are appropriate and understood. She has a sound knowledge of safeguarding children issues but the safeguarding policy and information given to parents lacks clarity. She demonstrates that she knows how to protect children by reporting any concerns to the appropriate authorities but the information she gives to parents does not accurately reflect the procedure she would follow in the event of making a referral. Information is,

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provision

The childminder uses a simple approach to self-evaluation. She and her co-childminder meet each month to discuss and review their practice based on what the children have enjoyed. They are confident through daily discussions with parents that they are satisfied with the service and, in the past, have sought their views more directly through feedback forms. Overall, the childminder has a fairly accurate picture of her strengths and weaknesses. She knows that she is more confident in supporting children's learning and development through play and less confident in her knowledge of all the legal requirements and record keeping. She has a positive attitude to making improvements and is keen to build on her knowledge. She makes sure that any information from training courses that her co-childminder attends is shared with her so that they are both suitably informed.

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provision

The childminder demonstrates suitable knowledge of how to work in partnership with parents and other agencies or professionals when it is needed. Partnerships with other early years settings are not well established because the childminder has not considered how to share information with them to monitor and support children's progress.

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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 129696 Local authority Hertfordshire Inspection number 876169 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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