Childminder in Hertfordshire

Inspection date

Previous inspection date 03/12/2012 21/02/2012

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early years provision

This inspection: 3 Previous inspection: 4 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 3

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This provision is satisfactory

 Children's health is supported because the childminder provides a healthy and well- balanced diet of freshly prepared food.  The childminder assess risks to children on a daily basis and minimises these to ensure that children are able use areas of her home safely in their day to day play.  Children feel safe and secure and are aware of familiar routines because the childminder provides a warm and welcoming environment with all children being equally supported.  The childminder uses clear and age-appropriate boundaries for children as they develop an understanding of acceptable behaviour. This means that they learn the importance of sharing and taking turns.  Children's language development is encouraged because the childminder introduces regular use of games and books to support their understanding. She encourages repetition to further develop their speaking and listening skills.

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It is not yet good because

 Observations are not used consistently to support the planning of suitably challenging activities which incorporate children's next steps to meet the individual needs of all children attending.  There is scope to improve the monitoring and evaluation of the setting to identify specific strengths and weaknesses in order to plan for improvements.

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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 downstairs areas used by children.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector carried out a joint observation with the childminder as children showed interest in books.

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Inspection activities

 The inspector looked at a selection of policies, procedures and folders containing photographs of children joining in with different activities.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in a house in Welwyn Garden City, Hertfordshire. The whole of the ground floor and an enclosed outside area, which is currently under development, is used for childminding.

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Information about the setting

The childminder attends a local childminding group and various activities at the local children's centre and she visits the shops and park on a regular basis. The childminder takes and collects children from the local schools and pre-schools.

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Information about the setting

There are currently four children on roll. Two of these are in the early years age group and attend for a variety of sessions and two are school-age children who attend before and after school. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 use observations more effectively to assess children's progress across the seven areas of learning and use this information to plan their next steps. Incorporate next steps consistently into the planning of activities to ensure that individual needs of children are fully met.

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

 monitor and evaluate practice to develop the educational programmes and identify any areas for development.

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who attend

The childminder has a sound knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage and she is aware of the recent revisions to this framework. Observations of each child are carried out and the childminder is able to identify what the children in her care are able to do. Children enjoy a range of activities which are planned across the prime and specific areas of learning and a photographic learning journey is in place for each child in the early years age range. However, observations are not used to plan for children's next steps and children's learning journeys and the planning of activities do not incorporate their next steps. Therefore, although children are making some progress, there is scope for organising the planning to provide children with challenging opportunities to develop their individual learning. This means that children are not making the best possible progress in relation to their starting points

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who attend

The childminder provides a range of activities that interest children and hold their attention because she knows them well and takes into account their likes and interests. Children's language development is fostered through regular conversations during their time with the childminder. New words are introduced during activities and the childminder uses repetition to encourage children with repeating new words, helping them consolidate their vocabulary as they learn. For example, whilst playing 'shops' the childminder repeats the words for each food item to encourage the child's learning and understanding. Older children are encouraged to learn through the range of resources available to them. For example, they use train tracks, building blocks and counting games where they create their own ideas and work together to solve problems. Parents take an interest in their children's learning because the childminder encourages them to be involved by ensuring

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who attend

that they know what the children have been enjoying and taking part in whilst with her. She completes a daily diary which details this information and encourages parents to tell her as much as they can about their children in return. This means that children's learning is well-supported.

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who attend

Children's physical development is encouraged as they use a range of resources which are age-and-stage appropriate with younger children effectively supported in securing new skills. All children of differing ages are included in the planned activities because the childminder ensures that these can be adapted to suit each individual child. The childminder has not implemented the progress check at age two because the children currently cared for are not this age. However, she is clear about the process of the check and is making observations which will be used for identifying what children can or cannot do when the time is appropriate.

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

Children are settled, secure and are making appropriate bonds with the childminder, who is their key person in the setting. The childminder takes into consideration each child's likes and dislikes and gets to know them well through the effective settling-in procedures she has. Babies demonstrate good attachments with the childminder and respond well to her. For example, they spontaneously cuddle the childminder during a story, demonstrating the secure feelings they have. Children separate from their main carer with little support required from the childminder and hang their coats up on dedicated low level pegs, encouraging their confidence and sense of belonging.

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

Children are able to choose from a range of resources and are given sufficient time to explore their surroundings. All children are equally encouraged to make independent choices about their play because resources are labelled and stored at low level, according to children's ages and stages of development. Children behave appropriately because they are aware of the daily routines. The childminder fully encourages turn taking and sharing and this supports children with making new relationships in her home or while out with other children at different activities. The childminder ensures that children understand that taking toys from other children is not acceptable and that learning to share is important. The children are learning about self-care skills through daily opportunities for these to be encouraged. For example, children feed themselves, where appropriate and are supported as they learn the art of nose blowing. Children are encouraged to develop healthy

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

lifestyles with regular opportunities to enjoy and take part in outside activities. For example, although the childminder is not currently using her garden she ensures that children have fresh air on a daily basis with trips to the local parks and walks in the local community.

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

Children make friendships with other children as they regularly attend the local childminding group, where they also take part in planned activities to develop their physical and creative skills. During these situations, away from the main care setting, children's confidence and independence skills are developing. This means their social skills are improving and they are better prepared for the move to pre-school or primary school.

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provision

The childminder demonstrates a sufficient knowledge and understanding of the safeguarding and welfare requirements and is therefore, able to protect children in her care. The childminder demonstrates a clear understanding of her role and responsibility in protecting children and has completed safeguarding training to further develop this area of understanding. However, the childminder is less secure in her understanding of how children's individual next steps encourage their learning, development and progress.

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provision

The childminder is keen to develop her knowledge and understanding further by undertaking a level 3 diploma in childcare. Through discussion the childminder demonstrates an awareness of her strengths and areas for improvement although there is limited monitoring and evaluation to plan for improvement. The childminder has developed the safety of her home by meeting the previously set actions and this ensure that children are cared for in a safe environment.

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provision

The childminder has established friendly relationship with parents and regularly shares information about the children's routines and the activities they take part in. Parents are asked to share all that they know about their children and are regularly informed, verbally and through the daily diaries, about the achievements their children make. The childminder has developed friendly relationships with other providers delivering the Statutory Framework for the Early Years Foundation Stage where children attend. This helps to support and encourage children's continuity of care. For example, the childminder discusses children's learning and development with staff at the local pre-school.

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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 EY402089 Local authority Hertfordshire Inspection number 782144 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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