Childminder in Hertfordshire

Inspection date

Previous inspection date 22/05/2013 14/01/2010

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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's speech and language development is promoted. The childminder fully encourages children's early language skills through planned activities, repetition and a calm and consistent approach to their learning. Consequently, children's progress is promoted and they have the key skills required for the next steps in their learning.  Children are cared for in a warm and welcoming environment where they feel safe and secure. The childminder has a good awareness for protecting children in her care, and the safeguarding and welfare requirements are met.  Children's independence is well promoted and the childminder praises them effectively. As a result, their personal, social and emotional development is encouraged and their self-confidence flourishes.  Parents are supportive of the childminder and regularly share information about their children. This enables the childminder and parents to work together to provide a

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This provision is good

consistent approach to children's learning and development.

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It is not yet outstanding because

 There is scope to further improve opportunities to develop children's understanding of how the benefits and effects of being healthy contribute to their well-being.  The views of children are not incorporated into the childminder's self-evaluation to strengthen the links between identified priorities and securing continuous improvement.

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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 spoke with the childminder, a parent and children during the inspection.

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Inspection activities

 The inspector looked at a selection of policies, procedures and photographic learning journeys which displayed a range of activities enjoyed by children.  The inspector observed activities in the downstairs rooms of the childminder's home.

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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 and two children aged nine and 11 years in Welwyn Garden City, Hertfordshire. The whole ground floor of the house and the rear garden are used for childminding.

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Information about the setting

The childminder attends toddler groups and activities locally and she visits the shops and park on a regular basis. She collects children from the local school and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates during term time only, from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She 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:

 develop further opportunities for children to maximise their understanding of being healthy, with regard to children's personal hygiene

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

 develop self-evaluation to include the views of children to strengthen the links between identified priorities and plans to secure continuous improvement.

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who attend

The childminder has an effective understanding of the Early Years Foundation Stage and plans activities in line with the prime and specific areas of learning. Children's likes, interests and next steps are incorporated into the planning, to ensure that they are progressing well. The childminder carries out regular observations of the children and effectively links these to the seven areas of learning. She uses guidance, such as 'Development Matters in the Early Years Foundation Stage', to highlight and assess progress. As a result, the next steps in children's learning are well planned for. All children are effectively challenged in their play, with older children supporting the younger children. For example, during a play dough activity, older children demonstrate how to manipulate the play dough into shapes while the younger ones watch intently, before trying themselves. As a result, children make good progress.

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who attend

Children's communication and language skills are well promoted because the childminder provides regular opportunities for them to copy and repeat what she tells them. For example, as children use the imaginative resources, such as the doctor and vet kits, they learn about the different pieces of equipment, including the stethoscope. The childminder ensures that she repeats new words, enabling children to digest them and begin to copy them. All children have access to a range of books and enjoy looking at these independently as well as with the childminder. Older children are supported in recognising letters and numbers, and this is promoted, for example, on the way to and from school. Children take turns in recognising the numbers they see on the many front doors, with younger children fully included as they are encouraged to identify the colours of the doors.

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who attend

The childminder has developed good partnerships with parents and they are fully engaged in their children's learning. Initial settling-in visits are discussed and organised to meet the individual needs of the child and their family. Parental discussions are promoted and regular meetings are held to share children's achievements and progress. As a result, the childminder and parents work consistently to meet the needs of the children, and they are well supported in their learning and development. Children's physical development is promoted through a range of activities in which they take part. For example, they are offered free-flow opportunities to play inside or outside when the weather permits. Additionally, children have fun creating and connecting a number jigsaw mat which they jump and hop on. Consequently, children's counting and number recognition skills are promoted. Children are well prepared for the next stage of their learning, which is typically

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who attend

moving on to the local pre-school or primary school. Their personal, social and emotional development is promoted through opportunities to enjoy toddler groups and music sessions. As a result, their readiness for school is promoted.

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

Children have built good relationships with the childminder and they have formed close attachments with other minded children. The childminder takes time to support each family and encourages regular settling-in visits before children start to promote their sense of security. Children's behaviour is good and they demonstrate a kindness towards one another. For example, older children are observed supporting the younger children and sharing their play dough with them. The childminder promotes children's independence and she provides regular opportunities for them to practise these skills. For example, children prepare their own lunch, which includes buttering their bread and counting how many cucumber slices they will have. They visit the toilets independently and use their individually named coat pegs on arrival. As a result, children are confident and naturally make independent choices.

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

Children have good opportunities for fresh air and exercise, and they learn about the importance of their own safety as they walk to and from school on a regular basis. They are encouraged to stop at each lamppost when on their scooters and they are able to explain what each traffic light colour stands for. They access a range of resources in the childminder's home which are stored according to their age and stage of ability. Children's self-care skills are promoted as, for example, they learn from an early age how to feed themselves at meal times. They are provided with a nutritious diet containing a range of hot and cold meals. However, there is scope to develop their awareness and understanding of how being healthy can affect their bodies. For example, when children are sneezing and coughing they are not consistently reminded of how washing hands has a positive impact on their health.

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

The childminder makes time to get to know each family and finds out as much information about the children as possible. This ensures that they settle quickly and have their care needs met effectively. Children's independence, in situations away from their main care setting, is encouraged through opportunities to meet up with other friends and enjoy local outings. As a result, children's social skills are developing and their transitions from home to childminder and to school are successful.

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provision

The childminder has developed good relationships with parents, who speak highly of her through questionnaires and discussions. Regular conversations and meetings enable the childminder to respect parental wishes and find out about what children are doing in their home environment. As a result, the childminder and parents work well together to consistently promote children's overall well-being. Relationships with other providers delivering the Statutory Framework for the Early Years Foundation Stage are also good because the childminder discusses and shares children's learning journeys with staff at the local school.

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provision

Self-evaluation takes into account the childminder's own views, and through the monitoring of her setting she is able to identify her strengths and areas for improvement. She demonstrates an understanding of the importance of plans to support children's achievements, and regularly looks at ways she can improve her setting. However, the views of children are not routinely taken into account to ensure that they can contribute to identified priorities and plans to secure continuous improvement.

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provision

The childminder demonstrates a strong knowledge and understanding of the safeguarding and welfare requirements. She protects children's safety in and out of her home and is fully aware of who to contact in the event of a concern being raised. Policies and procedures are updated to ensure that they are in line with current legislation, and these are shared with parents. As a result, children's safety and well-being are promoted. The childminder has an effective understanding of the learning and development requirements, and plans successfully for children's next stages of learning. Regular planning and assessment ensures that children's records provide a consistent overview of the progress they have made. As a result, children learn within expected levels of 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 EY393506 Local authority Hertfordshire Inspection number 879189 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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