Hendy, Louise Marie

Inspection date

Previous inspection date 09/04/2013 Not Applicable

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early years provision

This inspection: 1 Previous inspection: Not Applicable 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder shares excellent information with parents to enable her to plan highly effectively for children's ongoing development and to meet their individual needs extremely well.  Children demonstrate high self-esteem and build excellent relationships because the childminder provides an outstanding role model and values children's uniqueness.  The childminder provides just the right amount of outstanding support for children to achieve, while promoting their independent learning.  Children are motivated to learn and develop excellent skills for their future because the childminder provides a highly enabling environment.  The childminder uses excellent systems to evaluate her provision and identity the most significant actions to enhance children's care and development, and ensure a high quality provision.

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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 in the indoor environment and at the local park, and the childminder's interaction with them.

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Inspection activities

 The inspector carried out a joint assessment with the childminder of an adult-led activity.

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Inspection activities

 The inspector checked all safeguarding information and sampled the documentation, such as policies and procedures, information for parents and children's development records.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and parents' written feedback left for the inspection.  The inspector observed children's care routines and snack time.

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Information about the setting

The applicant registered in 2012. She lives with her husband and son, who is in the early years age range, in Chard, Somerset. Children mainly have use the whole of the ground floor, consisting of a lounge, kitchen/dinning room and toilet facilities. There is an enclosed rear garden for outdoor play, accessed by several steps down. The premises are within easy walking distance of the town, parks, schools and transport links. The family has a dog. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently two children in the early years on roll. The childminder holds an early years qualification at level 3.

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

 increase children's independent access to the wide range of resources to further promote the opportunities they have to build on their ideas in different situations

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

 extend resources that will further develop children's sense of their immediate family, relations, friends and favourite people

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

 enhance young children's speaking skills by giving them a few choices to verbally respond to.

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who attend

The childminder has extensive experience of child development and consequently provides an exceptional educational programme. She has an excellent understanding that parents have a wealth of knowledge about their children prior to them starting at her setting. The childminder documents this information very well and uses it to have a comprehensive knowledge of children and their family. As a result, she has an outstanding awareness of every child's individual needs and starting points. The childminder makes daily focused observations of children's development and cross-references these to the learning and development guidance. This enables her to plan highly effectively for every child's continuous development. Consequently, all children make excellent, rapid progress.

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who attend

Children are highly motivated and develop excellent skills for their future learning and school because the childminder has an exceptional knowledge of how children learn. Through the childminder's skilful interaction, children learn about cause and effect. For example, as a toddler pulls a wheeled toy telephone with a face around the floor, the childminder points out that by pulling the toy they are making the eyes move. Children then explore toys pushing buttons and pulling levers to operate them. In adult-led activities, the childminder gives children excellent opportunities to first explore the resources for themselves. She then demonstrates how children can use them and enables them to practise their new skills. The childminder uses numbers and mathematical terms during child initiated play, so that children soon start to copy. She uses meaningful context so that children understand the terms, such as referring to balls as small, medium and

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who attend

large. Children learn through trial and error, fitting items into a box or shapes into the right hole for example. Children persevere with their tasks because they gain a sense of achievement as the childminder respects their efforts and praises them.

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who attend

Children develop very good communication skills because the childminder uses words with actions so that children make connections. She encourages children to engage in conversations in their play, such as talking to their parents on the toy phone. The childminder reinforces young children's attempts at words by repeating it back to them so they can hear the name of the object clearly. However, she does not always enhance their vocabulary further by giving them choices to encourage them to use more words to respond. The childminder follows children's lead and extends their learning by providing additional resources. For example, she points out the teeth on a toy crocodile and when a toddler points to their own teeth and eyes, they sing Head, Shoulders, Knees and Toes. She then provides instruments for them to explore how they can use them. Children are very active learners and engage in an excellent range of first-hand experiences.

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

Children demonstrate high self-esteem, a strong sense of security and are extremely happy. The childminder monitors children's well-being and continually looks for ways to make them feel welcome and valued. She invites parents to stay and play, to help settle their children and exchange information. As a result, she has an excellent understanding of how to support children's personal, social and emotional development. She has started to use local groups for children to socialise, gain confidence and be positively aware of people's differences. Parents comment on how their children are more confident, capable of sharing and very much enjoy going to the childminder's home. They describe the childminder as loving and caring. She provides an excellent role model and supports children extremely well in preparing for their transfer to other settings or school.

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

The childminder organises the enabling learning environment highly effectively so that children can become independent learners. She has labelled low-level storage containers with pictures and words to enable children to make choices. The childminder encourages children to help tidy up and uses this as a learning experience, such as talking about what fits or does not fit. They enjoy daily outings; at the park, they laugh and giggle on the swing, and enjoy the freedom to run around. The childminder encourages children to investigate any noises they hear and gain a very good awareness of keeping safe around the equipment.

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

The childminder gives children's health and safety the highest priority. Through daily routines, she highly effectively supports children in developing excellent practices. For example, when a toddler wakes from their sleep she immediately offers them a drink and checks their nappy. Children practise the emergency evacuation procedures every month, to reassure them in the event of a real emergency and support them in understanding safe practices. Children show their excitement when offered healthy foods and the childminder has plans for children to grow their own produce to enhance their awareness of a healthy diet. The childminder uses visual aids so that children of all abilities demonstrate an outstanding understanding of the childminder's expectations. They know they must sit down to eat and drink, and take their shoes off when they go indoors, for example. Children are extremely confident and behave exceptionally well.

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provision

The childminder has an outstanding awareness of her responsibilities in meeting the Early Years Foundation Stage requirements. She implements her policies and procedures highly effectively to promote children's welfare and keep them safe. The childminder has a thorough knowledge of child protection procedures and very clear guidance to which to refer. The childminder keeps up to date with relevant safeguarding legislation and guidance through regular training. She carries out extensive risk assessments and installs excellent equipment to keep children safe, while promoting their independence. For example, a handrail enables children to learn to use the garden steps safely. Young children sit safely in a highchair for their meals and are strapped into a buggy for road safety. The childminder has all required documentation and keeps excellent records to safeguard children.

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provision

The childminder has an outstanding drive to provide the highest possible care and learning. She ensures that through regular focused self-evaluation she identifies her personal development and areas for improvement. As a result, she recognises any weaknesses in her provision. For example, she noticed that she was not planning effectively for outdoor activities. She now highlights this on her planning and is currently developing her garden to enhance the learning environment outdoors. She attends training to enhance her provision and ensure she provides high-quality care, such as promoting learning and development in babies.

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provision

The childminder builds excellent partnerships to enhance her ability to meet children's individual needs. Her new assessment system provides parents with photographs and comments, which demonstrates their child's unique development. The childminder regularly summarises the children's development to share with parents and to monitor children's progress. This enables her to identify any areas requiring additional support. She has gained excellent information to share with parents on initiatives, such as Every Child A Talker, in order to aid children's communication skills. The childminder is preparing systems to liaise with another provider sharing care of a child due to start with her soon. This is so they can work effectively together for the benefit of the child. This demonstrates her understanding of the requirements and her active approach to wanting the best for each child in her care.

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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 EY452724 Local authority Somerset Inspection number 887147 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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