Childminder in Hertfordshire

Inspection date

Previous inspection date 05/04/2013 16/09/2009

p.1

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

p.1

This provision is good

 Children are motivated to make good progress in their learning and development because the childminder encourages them to think critically by consistently asking open-ended questions enthusiastically.  Children play very well together and use role play effectively to understand the world around them.  The childminder provides a warm, caring and friendly environment, where children feel a strong sense of belonging. They happily approach the childminder and her children for support.  Children are well behaved as they play and take turns. They quickly thank the childminder and each other without prompts as they are given their snacks.

p.1

It is not yet outstanding because

 Resources to fully promote and extend language and communication skills for children for whom English is an additional language are not consistently available.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector looked around the house and garden and talked to the childminder about risk assessment.  The inspector observed children in their play and activities.

p.2

Inspection activities

 The inspector looked at the childminder's policies and procedures. She also looked at the children's personal records.

p.2

Inspection activities

 The inspector held discussions with the childminder about how children learn and how she evaluates her practice.

p.2

Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and one child aged nine years in a house in St. Albans, Hertfordshire. The whole of the ground floor of the house and the master bedroom upstairs are used for childminding. Children have access to a secure garden for outdoor play. The family has one dog and a corn snake as pets.

p.3

Information about the setting

The childminder attends activities at local groups. She visits the shops and park on a regular basis. The childminder collects children from the local schools.

p.3

Information about the setting

There are currently seven children on roll, four of whom are in the early years age range, one being in full-time school. Three are over the age of five years and are also in full-time school. They all attend for a variety of sessions. The childminder operates all year round offering care from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language.

p.3

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

 when planning activities for children for whom English is an additional language, extend their language and communication skills, for example by consistently using pictures and providing books in a language with which they are familiar.

p.3

who attend

The childminder demonstrates a good understanding of how children learn. Children engage in a well-balanced range of child-initiated and adult-led activities. The childminder spontaneously uses opportunities to build on what children know by asking them open- ended questions and encourages them to develop their thinking skills. Her observational skills are effective in highlighting children's next steps. The childminder finds this very useful when completing a progress check at age two. Children's daily diaries provide a two-way flow of information shared between the childminder and parents. This means that, most of the time, there is a consistent approach and children continually make good progress in all areas of learning and development. Children's individual needs are generally very well planned for, and their learning and development promoted to provide appropriate challenges. Children with special educational needs are fully supported

p.3

who attend

because the childminder works closely with parents and adapts her interactions to ensure all children are included. However, there is scope to further improve communication and language skills for children who have English as an additional language to fully challenge and extend their learning.

p.4

who attend

Children are offered a wide range of interesting and challenging experiences. Activities are mostly well organised to enable all children to participate at their own level and extend their learning. For example, the theme for the week was planting bulbs. Children were taken to the shops to choose their own the previous day. During the activity, each child was given a bowl and a small pack of soil. They were also given a solid soil disk to place in their bowls. As they added water, the childminder motivated children to think about what was happening to the disc by asking them to predict what would happen next. One child said it was getting bigger and the childminder skilfully extended their vocabulary by introducing new words, such as 'absorb'. Good discussions were held with them all about texture, size and what would help the plants to grow. Children were eager to learn and talked about the plants needing water to help them grow. The childminder asked them

p.4

who attend

enthusiastically about how it made them feel as they used their hands and a spoon to mix water with soil. Younger children enjoyed the tactile experience of playing with the soil and water. Children's interest was fully sustained because the childminder sat with them, encouraging and praising them the whole time.

p.4

who attend

Children are developing a good understanding of numbers and letters because the childminder provides clear labels and uses opportunities to extend their knowledge. For example, the childminder uses small plastic bottles to create a game of skittles. She has clearly labelled these with numbers and letters. Children enjoy finding the letters of their names and familiar numbers. They have ample opportunities to develop their writing skills and confidently attempt to write their names as they draw pictures. Children enjoy choosing their own play materials and are becoming independent learners as they engage in role play. They confidently drape pieces of fabric, in varying colours and textures, around themselves and pretend to go shopping as they put their make-believe credit cards into their purses. By doing this, children are also developing a good understanding of the world. Children are being well-prepared for their next stage of learning and development

p.4

who attend

as they continue to make good progress towards the early learning goals.

p.4

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

Children are happy and settled in the childminder's home. They develop a strong sense of belonging due to the good relationships developed between them and the childminder and her family. Children happily approach the childminder and her children for support and comfort. They have easy access to a broad range of well-maintained, good quality resources, which help promote their independence, learning and development. Partnerships with parents are strong and the childminder seeks valuable information about the children's individual needs to ensure that they settle with ease. The childminder asks parents with English as an additional language to teach her familiar words in their language to help her support their children.

p.4

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

The childminder provides a warm and caring environment, where children feel valued and respected. She consistently offers praise and speaks proudly of their achievements. Children play very well together, taking turns when playing skittles. The childminder is a good role model and encourages children to be friends. Children are polite and friendly. They apologise without prompting as they bump heads. They quickly thank the childminder when offered snacks. Opportunities to extend children's understanding of differences are well promoted. For example, an alphabet poster in sign language is displayed by a low-level table. Children enjoy learning how to sign their names. They develop a good understanding of their community as they go for daily walks to the school, shops and park. Children learn about different cultures and beliefs through activities, books and play materials.

p.5

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

The childminder has a good understanding of safeguarding to ensure that children are protected. She routinely carries out risk assessments to ensure that children continue to stay safe. Clear safety boundaries, such as using gates as dividers, ensure that children do not access areas that are out of bounds. They routinely practise the emergency evacuation procedure to ensure that they all know what to do should the need arise. Children develop a good understanding of road safety as they go for daily walks. They stay healthy as they eat fresh bananas and plums for snacks and help themselves to drinks. Children have regular exercise as they routinely visit the park and have access to a well-resourced garden.

p.5

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

The childminder regularly takes children to different social groups and provides appropriate support so that they learn how to behave in other settings. This prepares them well for their transition to either nursery or school.

p.5

provision

The childminder is keen to update her skills. She has recently completed training on the revised Early Years Foundation Stage and assessment for planning. This enables her to promote children's learning and development well. The childminder evaluates her practice by reflecting on the children's progress on a daily basis. She values parents' and children's views by using questionnaires, and implements changes accordingly. For example, children asked for more complex games, such as chess, which she quickly purchased. This means that both parents and children feel that they play an important part in the care children receive. Recommendations from the previous inspection have been quickly addressed. For example, observations and assessments are now effective in identifying children's next steps, enabling the childminder to help children make good progress in all areas of learning.

p.5

provision

Children are appropriately protected because the childminder demonstrates a good understanding of child protection, and her procedure and policy are effectively shared with parents. All adults are suitably vetted to ensure that they are safe to be around children. Documents to promote children's welfare, such as permission for children to use the trampoline and be taken on outings, are obtained from parents. The childminder has up- to-date knowledge of first aid, enabling her to deal with accidents effectively should the need arise.

p.5

provision

The childminder has developed good relationships with all those involved in the children's care to support their learning and development. The childminder has a secure understanding of working with other agencies to support children with special educational needs and/or disabilities.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY390298 Local authority Hertfordshire Inspection number 879070 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10