Swales, Kathryn

Inspection date

Previous inspection date 14/05/2013 12/10/2009

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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 are eager to communicate because the childminder engages their interest and encourages their listening, speaking and understanding by using big books and props when telling stories.  Children make good progress and enjoy activities because the childminder takes account of children's preferred learning styles and interests. She plans and adapts activities to suit children who prefer to learn actively outdoors or more quietly indoors.  Children are very happy, confident and feel secure in the setting because the childminder shows genuine warmth and affection for all children.  The childminder strives to update her knowledge and skills about how children learn and develop through studying for qualifications, attending conferences and training workshops. This means she has a very solid knowledge of the Statutory Framework for the Early Years Foundation Stage and implements it well.

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It is not yet outstanding because

 Opportunities to select and choose from a wide range of indoor resources are not consistently provided for all children in order to fully promote their independence and decision-making.

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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 area, including a story telling activity.

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Inspection activities

 The inspector held discussions with the childminder and spoke to children at times throughout the inspection.

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Inspection activities

 The inspector checked a selection of policies and records, and examined children's learning records.

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Inspection activities

 The inspector took account of the views of parents expressed in written references and testimonials.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 14, 11 and six years in a house in Chipperfield, Hertfordshire. The whole of the property and the rear garden are used for childminding. The family has two dogs and two chickens. The childminder attends a toddler group, the local children's centre and local amenities. She takes and collects children from the local schools and pre- schools.

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Information about the setting

There are currently eight children on roll who are in the early years age group and attend for a variety of sessions. She operates Monday to Friday during term time only from 7.15am to 6pm. The childminder works with assistants on occasions. She supports children with special educational needs and/or disabilities.

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Information about the setting

The childminder holds an early years qualification at level 3 and is a member of the Professional Association for Childcare and Early Years.

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

 expand opportunities for younger children to select resources, in addition to what is currently accessible, in order to further increase independence and decision-making.

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who attend

The childminder makes effective observations and assessments of children, which she uses to plan activities, play opportunities and outings matched to their interests and learning needs. Furthermore, she takes account of children's learning styles so that children can learn and develop in ways that suit their particular preferences. When she observes that some children prefer to be physically active outdoors she provides imaginative role play resources in the garden and offers mark making with chalks on the patio so that children can explore and learn in ways that appeal to them. This ensures that children are motivated to learn and supports their good progress. The childminder builds on children's interests and enjoyment by planning further experiences to reinforce and extend their learning. This is illustrated by the childminder asking to borrow a story sack and props after noticing a child's particular enjoyment of a story that was read at a play

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who attend

Activities, such as story time, are organised very well to support young children's positive engagement, motivation and thinking. The childminder ensures that children are sitting comfortably beforehand and can easily see the book so that they can get involved in the story. She skilfully captures their attention and maintains their interest by varying her tone of voice to emphasise meaning and she makes good use of questioning to support children's thinking and understanding. She encourages children to listen carefully by using a quiet, whispering voice at times and gives children plenty of opportunity to respond to what they see and hear. As a result, children are really eager to take part and become confident in communicating through emerging speech, expression or gesture. Their interest is sustained throughout the activity and at the end they are motivated to delve into the story sack for more books to 'read' by themselves.

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who attend

The childminder provides many opportunities for children to explore, to actively learn and to create. They explore the different colour and texture of materials, such as dried pasta, paint and paper, and develop their own ideas when making collage pictures or models. Young children develop knowledge of numbers and shapes through everyday activities, such as counting the number of tractors they see on their walk through the village or counting eggs that the chickens have laid. Older children learn about weights and measures when baking with the childminder. Therefore, children gain the knowledge and positive attitudes that help prepare them for their future learning in school.

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who attend

The childminder constantly keeps parents up-to-date about the progress their children make and by provides regular opportunities to contribute to children's learning records. There is an effective two-way flow of information about how children's specific needs are met, including those children with special educational needs and/or disabilities. For example, the childminder takes care to find out about any additional needs, such as speech therapy, and what she can do to support children in the setting so that all children make good progress based on their starting points.

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

Children are helped to settle well because the childminder finds out from parents about children's routines and how to meet health and personal care needs. She offers a series of settling-in sessions to help children gradually build secure relationships, during which she makes initial observations of children to support her ongoing planning. It is evident that children develop strong emotional attachments to the childminder and feel very secure and comfortable in the setting. The childminder shows a genuine interest in each child and offers plenty of affection and reassurance when it is needed. As children get older, the childminder helps them become emotionally prepared to cope with the transition to pre- school and school. She plans regular outings where children become used to socialising in groups and effectively communicates with children's parents and their carers at other settings so that together they can provide support as children move between the settings.

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

The childminder helps children to develop good levels of independence and confidence. She encourages them to put on their shoes and coats, at first offering help and support and gradually building their confidence to manage independently. She involves them in tasks of responsibility, such as helping to lay the table, which also builds their confidence and desire to be helpful. Younger children, too, show good levels of independence by cleaning their hands and faces with baby wipes before eating and persevering to manipulate a spoon for feeding. Children happily explore their surroundings and enthusiastically select toys from some low-level baskets in the main indoor play area. Children ask to use a wider range of toys stored in a cupboard that is not freely accessible. The childminder recognises that this somewhat limits children's choices, particularly for younger children, but has not yet taken steps to make improvements. Therefore, there is

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

scope to review the ways toys are organised to further enhance children's ability to make decisions, particularly for children who cannot yet communicate their wishes.

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

Children behave well because the childminder plans activities thoughtfully to ensure that all children can participate and become familiar with the need to share. Children respond well to the frequent praise and encouragement that the childminder gives, thus helping to develop their self-esteem. Older children are encouraged to reflect on what behaviour is appropriate and safe as they contribute to making a set of 'house rules.' The childminder frequently discusses safety issues with children so they learn how to keep safe. For example, children thoroughly enjoyed a recent outing to the fire station where they met the fire fighters and climbed in the engine. This led to many follow-up activities, including imaginative role play, which helped to reinforce children's ideas and awareness of fire safety issues.

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

Children's health and well-being are promoted very well. They enjoy daily opportunities for physical activity, either in the garden or taking walks in the neighbouring woods and countryside. The childminder provides a well-equipped garden offering some versatile and challenging activities. Children learn to control their movement and to take risks in a well- supervised environment as they negotiate steps and slopes, use the trampoline or swings, and practise kicking balls to develop their coordination and strength. Children recognise when they are thirsty and frequently help themselves to fresh drinking water during physical activity. The childminder provides well-balanced meals to ensure children are suitably nourished and have good levels of energy to enjoy being active.

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provision

The childminder continues to build on her previous experience as a children's nanny to further develop her childminding practice. She attends a range of training courses and has completed an early years qualification at level 3 in order to continuously update her knowledge and skills. This enables her to reflect on her practice and to evaluate what she does well and where further improvements are needed. She demonstrates that all recommendations set at her last inspection have been met. Furthermore, she makes good use of her local children's centre facilities and support to build her practice. For example, she plans to makes use of training they provide in sign language. Through this commitment to continuing professional development, the childminder demonstrates a robust knowledge of all the requirements of the Statutory Framework for the Early Years Foundation Stage. She closely monitors her planning and observations of children to

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provision

evaluate whether there are any gaps in learning and to ensure there is depth and breadth across the programme of activities she provides.

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provision

The childminder works with childminding assistants on occasions in order to offer a more flexible service to parents. She fully understands her responsibilities in ensuring assistants are suitable to work with children and she ensures that she supervises them at all times. The childminder provides them with clear guidance so that they know exactly what is expected of them and their support is precisely targeted towards meeting the specific needs of children. She reviews her policies and procedures annually to ensure they are up- to-date and understood. The childminder keeps well-maintained and accurate records that reflect the practice and contribute to the safe and efficient management of the setting. She has a secure knowledge of issues relating to safeguarding and would not hesitate to implement her procedures in order to protect children.

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provision

Partnership working is very effective in ensuring that children's needs are met. There are strong working relationships with parents and regular sharing of information via daily discussion, text and email to support continuity of care and learning. The childminder develops effective relationships and communication with other early years settings that children attend to discuss children's progress and development. For example, she is aware of assessments, such as the progress check at age two, which are completed by other early years providers. This gives her a fuller understanding of each child's needs, where they attend other settings, and is used to inform her own planning. Parents provide glowing reports of how committed the childminder is to ensuring that their children's needs are met.

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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 EY273495 Local authority Hertfordshire Inspection number 877645 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 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

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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