Childminder in Hertfordshire

Inspection date

Previous inspection date 30/04/2013 23/04/2009

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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 form secure bonds and attachments with the childminder and their peers because she provides a warm and welcoming environment where children feel secure and valued. As a result, children's well-being is promoted.  The childminder is able to effectively reflect on her practice. She fully considers the views of parents and others in identifying her strengths and weaknesses and in setting her targeted plans for continuous improvement.  The childminder deploys resources well, attending lots of groups and the local children's centre. She uses the library and toy library to extend her range of toys and equipment and to promote children's learning further.  Children are well supported in their language and communication development. The childminder models talking and fully acknowledges young children's responses, encouraging them to participate in meaningful discussions. Therefore, children are able

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This provision is good

to confidently express their views and needs.

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It is not yet outstanding because

 There is scope to further develop the sharing of information and partnership working with other early years settings that the children attend in order to continue to support in identifying children's needs and helping them to make the best possible progress.  Opportunities are not maximised for parents to make ongoing contributions to their child's learning record.

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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 play room.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, a selection of policies and children's records.  The inspector also took account of some parental questionnaires.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and nine years in a house in Hertford, Hertfordshire. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs and keeps chickens.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She 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 eight children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 develop further the arrangements for sharing information and partnership working with other early years settings that children attend in order to fully support children's learning and development

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

 provide further opportunities for parents to continue to share what their child does at home and to contribute to their child's learning record.

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who attend

The childminder knows the children in her care well. She has a good understanding of how children learn, which means she is able to provide them with a wide range of interesting and stimulating activities. This ensures that children are engaged and motivated in their learning. For example, some young children have recently started to walk and the childminder ensures that she provides some push-along walkers and buggies to build on this newly acquired skill. Young children are encouraged to be independent and practise their physical skills as they hold their beakers and use a spoon to try and feed themselves.

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who attend

Clear observations of children's learning are recorded in their learning journals and the childminder regularly summarises children's progress in each of the areas of learning and identifies their next steps which she uses to inform her planning. The childminder uses the document, Development matters in the Early Years Foundation Stage, to track children's progress and identify any gaps in their learning. This ensures that she is able to meet their individual needs effectively. The childminder is fully aware of her role and has the necessary documentation in place to support her in carrying out the progress check at age two when the need arises.

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who attend

Children are able to select age-appropriate resources which reflect their interests from low-level storage boxes. The childminder deploys resources well; she regularly uses the library and toy library to extend the range of resources available to the children. The children enjoy story time at the library and are keen to get their book stamped as they join up to the 'Bookstart Bear' club. The childminder promotes children's knowledge of the world as they talk about what they see while out, recognising numbers on doors and reading signs. Young children in the buggy are given buggy buddies with pictures and activity cards to help them spot and recognise certain features within their environment.

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who attend

Children's language development is well supported by the childminder, who chats to them and encourages their communication by responding enthusiastically to their babbling. Older children enjoy talking about their morning at pre-school with the childminder and taking it in turns to show how high they can count. The childminder's good interaction with children extends their learning and development. For example, babies squeal with delight as the childminder models how to make marks on the aqua draw mat. She provides sufficient 'pens' for them to hold and encourages them to make marks, praising them and commenting on what they have done. The older children also enjoy this activity on their return from pre-school; attempting to write the letters in their names. These simple activities help children develop the skills they need to be ready for school.

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who attend

Parents complete an 'all about me' sheet detailing their child's routines, likes and interests. In addition to this, the childminder gathers information from parents about their child's development and capabilities, which enables her to clearly identify and plot their starting points. Parents are kept informed about certain activities and outings that are happening in the monthly newsletter and regularly view the learning journals, making comments on their child's progress. However, there are few opportunities for parents to continue to share their observations from home and contribute to their child's learning record. Therefore, the childminder does not always have a bigger picture of the child's development to enable her to maximise children's progress.

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

Children demonstrate close attachments with the childminder and are clearly secure in their surroundings. Young children are happy to separate from their main carers and are familiar with the routine. For example, they become excited as they recognise that it is snack time when the childminder pulls the table out for them to sit at. She provides a warm, welcoming environment, helping children to feel a sense of belonging. She provides them with a named shelf for their personal items and values their art work, which she displays around the room. New children settle quickly because the childminder ensures that she is fully aware of their usual routines and preferences. She incorporates these into her daily routine and settling-in visits are offered according to the individual needs of the child. For example, the childminder encourages a parent to bring her scarf in as a comfort for her baby. As a result, children feel secure and settle with ease.

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

The childminder is a good role model and her gentle encouragement supports children in understanding and managing their own behaviour. Children's independence is promoted, for example, by doing up the buttons on their coat, and they are supported in exploring the resources and initiating their own play. This helps them in developing the skills required for future learning and also prepares them well for the transition to pre-school and school. The childminder supports the children in developing their self-care skills. For example, the babies are able to reach their water beakers throughout the day. The childminder regularly visits childminding groups and the children's centre with the young children to promote their social skills and develop their confidence as they interact with their peers.

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

Children learn about the importance of a healthy lifestyle. They eat a balanced diet and learn about different foods through cooking activities and general discussions. The childminder is keen to start growing vegetables with the children outside. Children are developing an understanding of the importance of physical exercise and are provided with opportunities to play outside daily in the garden or at the local parks, where they can run and climb. Good daily practice and ongoing explanations help children develop their understanding of how to keep safe. For example, younger children learn to negotiate the steps outside safely by going backwards. The childminder uses the walk back from pre- school as an opportunity to reinforce children's awareness of road safety.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her role and responsibility with regards to safeguarding children. She has attended safeguarding training and has clear written procedures and information in place to support this area. The childminder meets the safeguarding and welfare requirements. Thorough risk assessments ensure the childminder's home is safe and any hazards to the children are minimised. She shares a range of clear policies and procedures with parents and the required Disclosure and Barring Service checks have been completed for all adults in the household.

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provision

The childminder demonstrates a good understanding of the learning and development requirements and provides a wide range of interesting activities for children to enjoy and learn from. She uses her knowledge obtained through network meetings and training to review and adapt her planning and assessment documentation to support her in monitoring children's progress.

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provision

The childminder sets high standards for the quality of care she offers. She conscientiously reflects on her practice, for example, rating the various aspects of the provision and actively seeking the views of parents and others to inform this. This provides a good overview of her strengths and weaknesses and she has put into place action plans to improve her provision. For example, future plans include accessing more training and seeking the views of the children in her care, now that they are older and can contribute.

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provision

The childminder has a good working relationship with the parents of the children she cares for. She communicates with them on a daily basis, sharing information about the children's day and regular sends out newsletters to keep them informed of what activities and outings she has planned. The childminder's involvement with the children's centre means that she is aware of the role of other professionals and can seek additional help for children should the need arise. The childminder has some links with other early years settings and shares information about children's care needs. She initially shared children's learning records with staff when the children started at the local pre-school. However, this has lapsed and, therefore, all parties do not always work together to ensure that children are making the best possible progress wherever they spend their time.

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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 EY380943 Local authority Hertfordshire Inspection number 878822 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 8

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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

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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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