Childminder in Hertfordshire

Inspection date

Previous inspection date 24/04/2013 16/07/2009

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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

 Children enjoy a broad range of interesting activities that promote their development across all areas of learning.  Children have strong, affectionate bonds with the childminder and her assistants. This means they are happy and have their emotional needs met.  Partnerships with parents and other settings are effective in meeting children's individual needs, making them feel settled and secure.  Comprehensive documentation is used effectively to meet requirements and provide a safe, secure environment for children.

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It is not yet outstanding because

 The childminder does not maximise the use of letters and numerals in the setting to benefit children's future learning.

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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 playroom, living areas and garden.

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Inspection activities

 The inspector, provider and assistant had conversations at appropriate times during the inspection.

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Inspection activities

 The inspector looked at documentation related to the management of the setting, children's progress and self-evaluation.

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Inspection activities

 The inspector took account of the views of parents from information provided by the childminder in the form of letters.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one child aged 12 years in Stevenage, Hertfordshire. The whole ground floor of the house, one upstairs bathroom and the rear garden are used for childminding.

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Information about the setting

The childminder visits local parks, the library and groups where children can meet with others. She takes and collects children from local school. The childminder works with one or more assistants. There are currently 12 children on roll, of whom eight are in the early years age group and attend on a part-time basis. The childminder provides care from Monday to Thursday throughout the year, except for family holidays.

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

 develop the environment further to increase opportunities for children to explore numerals and letters in their play

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who attend

Children enjoy a good variety of activities that support them in making rapid progress in their learning and development. Children are keen to choose their own toys in the playroom, and the childminder and assistant are skilled in following children's learning needs and interests. For example, when a child picks up a piece of paper and realises she can see the picture printed on the other side, the assistant and childminder join in sharing the child's sense of wonder. A short while later, the assistant finds a piece of red transparent film in the collage materials; he passes this to the child, who again holds it up to the light and looks through. The childminder and her assistant use a variety of teaching methods to promote and support individual learning. For example, they sit on the floor with children, use open questions and give time for children to think before they respond, ensuring each one can process their thoughts and think critically. The childminder uses

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who attend

her knowledge of the Early Years Foundation Stage and experience of child development effectively to plan for children's individual needs and interests. Tracking of children's progress is precise, with observation and assessment being used to identify next steps and to feed into summative reports, such as the progress check at age two. The childminder and her assistants have high expectations of children, believing in their ability to succeed. Parents are fully included in the plans for their children from the outset. By gathering relevant information about children from parents, the childminder is able to build on what they know. She continues to involve parents by displaying the planning sheets and regularly sharing the children's learning journey books. They frequently discuss children's progress, ensuring parents' ongoing involvement in their child's learning. Children are eager participants in both their own self-initiated play and the adult-directed learning.

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who attend

During stories, children join in with familiar refrains or by pointing out images and identifying objects from the story. Children use language for communication and the childminder is responsive to children's utterances. When talking with one child about his play, another much younger child joins in saying 'car'. The childminder is delighted and gives lots of praise for the child's developing vocabulary. Although the use of books and children's free access to them is good, the childminder does not provide much in the way of displayed materials featuring letters and numerals to further enrich children's literacy and maths.

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who attend

The childminder is attentive and always on hand; therefore, children can rely on her support and guidance. During planned activities the childminder is sensitive to the needs of individual children and this means they learn at their own pace. An activity linked to the recent celebration of St. George's Day captures the imagination of all the children present. One child is particularly keen on dragons and is able to speculate on what is happening in a picture. Other children focus on making marks with the coloured crayons, some showing careful control as they colour and design their own patterns on the paper. Young children are fascinated by the coloured feathers and the sensation on their skin as it is stroked across their cheek. There are delighted giggles from one child when the feather sticks to his hand. The childminder and assistant are tuned in and use their skills to promote learning for each child throughout the activity. Children demonstrate their knowledge of

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who attend

colour and shape as they correctly label crayons, foam shapes and feathers as they play.

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who attend

In the garden, two children enthusiastically plant sunflower seeds. They explain what the plants need for growth and guess at how tall they might be in the summer. This shows their understanding of the needs of living things and how natural objects change and develop. Children use programmable toys and enjoy the outcome when they press buttons to make a sound. This ensures children in becoming familiar with early technology that supports future learning.

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

Children demonstrate their confidence in familiar adults as they seek them out when they need comfort or to engage them in play. Children are keen to involve adults and are reassured by their presence, and like the boost to self-confidence from the attention and praise given. Transitions between settings are smooth because of the close working and established relationships. This promotes children's well-being effectively. Children are happy and interested in what they do. They show good levels of concentration and an ability to use their imagination and recall events to enhance play. For example, a child playing with the garage and small cars is organising them neatly into spaces 'like the car park'. The childminder and assistant promote children's independence well. This means children are skilled in using small tools in creative activities and utensils in food preparation. Toddlers and pre-school children have tremendous fun spreading butter onto crackers for

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

a mid-morning snack. Children's independence is closely linked to their understanding of a healthy lifestyle because the childminder also uses meal and snack time to help children learn about healthy diets and the importance of hygiene routines. As a consequence, children understand the need for washing their hands before meals and the value of fruit and vegetables in their diet. The childminder includes plenty of active play to ensure children have opportunities to be energetic, develop skilled and controlled movement and enjoy play in the fresh air.

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

Children are very well behaved because they understand simple rules and are reassured by the consistent boundaries that promote a sense of security and understanding of keeping themselves safe. The environment is well organised to provide children with lots of opportunities to choose and lead play. The wide range of good quality resources ensures children's specific interests are catered for and, because resources are plentiful, several children can join in at one time.

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provision

The childminder has comprehensive documentation that she and her assistants use successfully to manage the day-to-day needs of each child and the setting as a whole. A secure knowledge of safeguarding practice, supported by accurate accident recording and attendance at training, ensures children are protected from harm. All adults providing care have undergone the relevant vetting procedures to ensure their appropriateness for working with children.

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provision

Partnerships with parents are highly valued and the shared approach to care and education means children progress well. Children who attend other early years settings are equally well supported. The childminder takes the trouble to liaise with practitioners and plan activities in her setting that complement their activities and enrich learning opportunities.

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provision

Self-evaluation and reflective practice are embedded in practice, and the childminder gives credence to the views of parents and children and uses these to set general targets for improvement. The childminder and assistants continue to develop their skills and keep up- to-date with mandatory training. Consequently, they are confident and capable of meeting requirements to protect children and support their development.

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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 EY284548 Local authority Hertfordshire Inspection number 877722 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 15 Number of children on roll 12

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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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