Smith, Rachel

Inspection date

Previous inspection date 17/05/2013 03/02/2012

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early years provision

This inspection: 2 Previous inspection: Met 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 settled, happy and confident in the childminder's care. This is because she spends time getting to know each child and their family very well and knows each child's interests and routines.  Children make good progress in their learning and development because the childminder ensures resources and activities are relevant to children's interests.  Children freely make choices in their play and help themselves to resources on offer. This helps them become independent and confident.  The childminder has a positive attitude to constantly improving her setting. She regularly updates her knowledge and understanding of how children learn and develop through a range of methods, such as, attending courses and making good use of information gained from professional organisations.

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It is not yet outstanding because

 There is scope to extend the use of pictures and photographs so that younger children can express their preferences and thoughts.  Sharply focused information gathering, regarding parental observations and children's experiences at home and with families, is not fully embedded. As a result, children's experiences are not always wholly shared and used to inform the planning of activities.

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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 children in the main sitting room and observed other areas used by children, such as, the dining area and garden.

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Inspection activities

 The inspector held discussions with the childminder at suitable times during the inspection.

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Inspection activities

 The inspector took into account parents' views through references left with the childminder.

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Inspection activities

 The inspector sampled a range of documentation, including children's individual learning and development records, observations, policies and procedures and the childminder's self-evaluation document.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, an adult child and a child aged fifteen years in a house in Bushey near Watford in Hertfordshire. The whole of the ground floor, which includes a cloakroom and a bedroom on the first floor are used for childminding. There is an enclosed rear garden for outdoor play. The family have a dog.

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Information about the setting

The childminder attends age-appropriate groups with children. She takes and collects children from the local schools and pre-schools. There is currently one child on roll who is in the early years age group and attends for a variety of sessions. She operates all year round, from 7.30 am to 6pm, Monday to Friday, except bank holidays and agreed family holidays. The chilminder is a member of a local childminding group.

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

 help parents to consistently share what they know about their child in relation to their ongoing learning and development and use this information to contribute towards the planning of activities

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

 develop further the use of pictures and photographs showing familiar events, objects and activities so that younger children can express preferences, thoughts and feelings.

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who attend

The childminder has a good understanding of how children learn through play. She takes positive steps to ensure that she knows the children's routines and interests before they start attending so that she can plan activities and experiences based on their interests. Regular observations and assessments during children's play mean that emerging interests and their progress is regularly monitored. As a result, the childminder has an effective understanding of the next steps in children's learning. Children, therefore, are motivated and enthusiastic, which promotes learning in all areas and supports children in making good progress. Information about children's achievements throughout the day is verbally shared with parents. Parents are invited to make comments in the children's day books related to the care they have received. However, family observations about children's learning are not fully included so that these can be used in planning to build on children's

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who attend

home experiences. The childminder is very aware of the need to carry out the progress check at age two. She has attended relevant training and is in the progress of discussing this with parents so that they are fully aware of the benefits this can bring to their children.

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who attend

Children display good characteristics of effective learning as they freely help themselves to resources available for them. They enjoy challenging and imaginative play as they play with favourite items, such as interactive trains. They smile in delight as they discover how to operate these successfully. This promotes their personal, social and emotional development and contributes to them developing good levels of self-esteem. Children's communication and language is supported effectively as the childminder gets down to their level and sensitively plays alongside them. She listens to children and responds by word and gesture. For example, the use of bubbles helps younger children to vocalise. New words are introduced and the childminder responds to younger children's vocalisation by repeating words and phrases that link to their actions. Younger children copy the childminder's body language. This means they are making connections in their learning.

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who attend

However, there is more scope to use photographs of familiar people and items to help younger children further express their thoughts and feelings.

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who attend

Children giggle happily as they play with a variety of musical instruments. They love joining-in with favourite songs which further promotes their language development. Older children enjoy a varied range of art and craft activities. Their artwork is attractively displayed in the dining area. This contributes to them developing good levels of confidence and self-esteem. The childminder ensures all activities are adapted to suit all children attending. Children are gaining a sense of belonging and an understanding about the community in which they live. This is because the childminder plans various outings to widen children's experiences. For example, attend age-appropriate groups where they can socialise with similar aged children. This provides opportunities for children to take part in activities in different environments and to develop good social skills. Overall, children are developing a range of skills to aid their readiness for the next stage in their learning.

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

Children show that they are very settled, happy and confident in the childminder's care. This is because the childminder tailors the settling-in process to meet each child's individual needs. Children are given time to get to know the childminder and become familiar with their surroundings. Detailed information is obtained from parents so that home care routines can be followed effectively. As a result, children feel safe and secure in her care and they settle easily. Children are able to sleep or rest according to their needs. They are regularly checked to ensure that they remain comfortable and settled. The childminder speaks soothingly to children offering them reassurance as and when needed. The good range of resources are rotated according to individual interests and stages of development. Favourite items are set out for children prior to their arrival so that they can quickly settle and engage in play.

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

Children behave well because they are busy and engaged in activities that interest them. They are encouraged to be considerate to each other and to play cooperatively. The childminder effectively uses age-appropriate strategies to help them develop their personal, social and emotional skills. For example, children are heavily involved in the planning of activities. The use of stickers with younger aged children contributes to them developing good levels of self-esteem and promotes their social skills. This contributes effectively to preparing children for the next stage in their learning, such as mixing with others when they start nursery or school.

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

Independence is encouraged as children choose what they want to play with and become independent in their personal care. To further promote children's good hygiene practices, the childminder has installed a paper towel dispenser in the cloakroom so that cross infection is minimised. Simple equipment is provided so that children can independently use the soap and towels to wash and dry their hands without requiring supervision. Children's dietary and health needs are well-known because the childminder ensures these are regularly discussed with parents. Posters related to food and good health are displayed in the dining room. These are used to help children develop healthy eating habits. A variety of fruit is always available for children to enjoy tasting new fruits and textures. In addition, herbs grown in the garden are used regularly. For example, children enjoy smelling these and using in their home-made healthy pizzas.

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

Children regularly visit the park to play on equipment where they can practise their physical skills and take safe supervised risks in their play. They enjoy digging in the garden and older children have recently planted seeds to grow sunflowers. The childminder takes every available opportunity to promote children's understanding of safety. For example, she reads related stories to raise their awareness of keeping themselves safe. In addition, older children are demonstrating an increased understanding about keeping themselves and others safe as every morning they carry out a risk assessment of all areas alongside the childminder. Regular walks enable the childminder to discuss road safety so that children learn how to keep themselves safe when outdoors.

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provision

The childminder has an effective understanding of her responsibilities in meeting the safeguarding and welfare and learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She has a good knowledge and understanding of how to safeguard children and ensures her safeguarding knowledge is always up-to date. She is aware of who to contact should she require advice and guidance to ensure children's welfare is protected. The childminder places a strong emphasis on keeping children safe and, consequently, maintains a secure environment for them to play and learn. For example, safety gates are used to prevent the family dog from accessing areas that the children are using when they are present. In addition, positive steps are taken to ensure children are equally kept safe on outings.

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provision

The childminder continually monitors and evaluates her educational provision so that children's learning and development is at the forefront of her practice. For example, she observes children's learning styles and interests. From this she researches which resources are suitable to challenge and support children's learning. These are then either purchased or borrowed from the toy library. In addition, she is very keen in gaining a further childcare qualification. This shows a commitment to developing her practice that will be beneficial to children attending. She has a close partnership with parents and includes their views and their children's views in her monitoring process. She welcomes their contributions. Parents are complimentary about the childminder's contribution to their children's care and learning. They state that their children settled easily and that the childminder is very reassuring.

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provision

There are no children currently on roll attending other settings or receiving support from outside agencies. However, the childminder has a secure awareness of the importance of working with other professionals as and when the need arises so that the continuity of care to children is fully promoted. She is a member of a local childminding network group where good ideas are shared. In addition, she values the support that other professional groups can provide. She values the information gained from this and the benefit to children.

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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 EY315663 Local authority Hertfordshire Inspection number 817544 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 1

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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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