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 communicate with confidence because the childminder clearly models language and uses open questions to encourage their listening, understanding and speaking.  Children develop a sense of responsibility and independence because the childminder involves them in suitable activities, such as tidying up and helping clear away after meals.  The childminder works closely with her co-childminder in order to share responsibilities for meeting the needs of individual children. For example, she takes the lead in planning activities and experiences which are matched to children's interests and developmental needs.

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It is not yet good because

 The childminder does not use information and assessments made by other early years settings that children attend. This means she does not fully support their continuity in learning and transitions between settings.  The safeguarding policy and procedure contradicts what actually happens in practice which is confusing for parents.  Children do not always have experiences planned to strengthen and build their self confidence in discussing their views and feelings about special people, their community 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 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with a co- childminder, who is her mother. She works from her co-childminder's house in Northchurch, near Berkhamsted. The whole of the house and the rear garden are used for childminding. 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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To further improve the quality of the early years provision the provider should:

 build on activities for children who are less confident to extend and share their experiences and knowledge of their world by strengthening the opportunities for them to do so

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

 update the safeguarding policy and procedure so that it is clear to parents and reflects practice.

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who attend

The childminder offers an educational programme that supports children's learning and development in all areas through a range of child-led and adult-led activities. Children's changing interests are supported by the childminder's planning which she delivers flexibly and which takes account of the activities they enjoy. The childminder makes simple observations of children and is beginning to use these to identify children's next steps in learning. Parents are supported to promote their children's learning through regular discussion and the childminder shares information with them about children's achievements. However, the childminder has not explored ways of sharing information with other providers that currently care for children and is unaware, for example, 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

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who attend

Children are prepared for later learning in school because the childminder helps develop their communication and language. During play the childminder talks to children very clearly to model the use of language and she uses open questions to stimulate thinking. This helps children to listen, concentrate and communicate their ideas and thoughts. For example, when helping children do puzzles she talks slowly and clearly so children understand what they need to do and encourages them to think if particular pieces fit together or whether they need to be turned to fit. They use their hands to manipulate the pieces to fit together. Children respond positively to the praise and encouragement she offers and remain motivated and engaged in the activity. She offers increasingly more difficult puzzles to challenge and extend their learning. Children are becoming increasingly interested in exploring technology. They have access to a selection of interactive toys and

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who attend

more recently have enjoyed operating a laptop with supervision. This builds their hand-to- eye coordination and concentration, and equips them with skills needed for when they move on to school.

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who attend

The childminder plans first-hand experiences for children to find out about nature and the living world, such as outings to the local forest and butterfly farm, where they use their senses to explore. They bring home autumn leaves which they describe as 'crunchy' and use them to make pictures. The childminder encourages children to explore different textured materials and to express their own ideas when making cards for Mother's Day. Children have well-developed imaginations and enjoy role play. The childminder supports them well as they pretend to go shopping and take the babies for a walk in the pram. She lets the children follow their own ideas and interests but discreetly offers suggestions to allow them to build on these. She supports children to express their feelings and views and talks to children about people who are important to them, for example, encouraging children to recall where their parents are and how they travel to work on the train. This

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who attend

helps children to be aware of people and communities and reinforces to children that their parents will return for them. However, she has not considered using resources, such as family photographs, to strengthen children's knowledge and confidence to share information about themselves and their community.

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

Children settle well because the childminder recognises and sensitively responds to each child's particular needs. For example, she plans activities to build self-confidence, such as providing time alone to share a favourite story book. This helps children who are reserved and less sure of themselves on starting to gradually build their confidence and develop warm and trusting relationships with the childminder and her co-childminder. Regular discussion with parents takes place about children's care practices, which enables the childminder to support children's 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 them.

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

Children behave responsibly because the childminder sets clear expectations. She reinforces regular routines, such as tidying up together, which help children to behave respectfully and develop independence. For example, children cooperate together to get the job done because they enjoy the challenge of seeing how quickly they can put away all the toys. They enjoy other responsible tasks, such as carrying their cups to the kitchen, which help to develop their independence.

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

Children enjoy outings and physical activity in the local environment. They use a local play park to climb the steps to the slide and the childminder supports them to use an obstacle course to practise moving their bodies in different ways. This allows them to experience an element of risk within a safe and supervised situation. Children learn about hygiene and safety while on outings. For example, frequent reminders are given about the importance of washing their hands after touching animals. The childminder takes account of children's individual dietary needs and preferences for certain foods. They choose whether to have ham or peanut butter in their sandwiches for lunch and choose a snack of raisins and breadsticks. She encourages them to try a variety of vegetables with their main meal and praises them when they do so. Children, therefore, gain some awareness of what foods are good for their health.

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provision

The childminder continues to build her knowledge of the Statutory Framework for the Early Years Foundation Stage and her understanding of most requirements is sound. She and her co-childminder share a set of policies and procedures which they take joint responsibility for reviewing. Most of these are appropriate and understood. However, the safeguarding policy lacks clarity because the information given to parents does not reflect what happens in practice. Parents are led to believe that, in the event of a concern about a child's welfare, information is only shared with the appropriate authorities if they give their written consent. In reality, however, the childminder would notify authorities without delay in order to protect children, regardless of whether parents given consent.

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provision

The childminder and her co-childminder use a simple approach to self-evaluation. They allocate time each month to discuss and review their practice based on what the children have enjoyed. Daily discussions with parents show they are satisfied with the service and feedback forms have been used previously so they can make their views known. Overall, the childminder has a fairly accurate picture of her strengths and weaknesses. She knows she is less confident in her knowledge of all the legal requirements and record keeping and more confident in supporting children's learning and development through play. However, she responds positively when she knows improvement is required and has some commitment to building her knowledge by attending appropriate training courses. She cascades what she learns to her co-childminder so that they are both suitably informed. The childminder demonstrates that she plans suitable activities to support children's

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provision

progress in their learning and development within her setting. Partnerships with other early years settings, however, are not well established because the childminder has not considered how to share information with them to monitor and build on children's progress. The childminder demonstrates suitable knowledge of how to work in partnership with parents and other agencies or professionals when it is needed.

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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 129697 Local authority Hertfordshire Inspection number 876170 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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