Childminder in Hertfordshire

Inspection date

Previous inspection date 20/05/2013 08/01/2009

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children learn through play because the childminder uses play opportunities to challenge their thinking and to introduce language and problem solving.  Children develop emotionally secure relationships and learn to explore their feelings because the childminder sets clear expectations and consistent boundaries for their behaviour.  The childminder consults with and delegates to her co-childminder in order to support children's continuity of care.

p.1

It is not yet good because

 The childminder has not updated her knowledge of safeguarding issues. This means she is not fully familiar with current guidance.  The childminder gathers basic information about children's developmental abilities on entry, which means it takes longer to form an accurate picture of their starting points on which to base her planning.  The childminder does not have precise plans to show how priorities for improvement will be achieved. This slows down the rate at which she develops her practice.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the main play areas.

p.2

Inspection activities

 The inspector held discussions with the childminder and spoke to children and her co-childminder throughout the inspection.

p.2

Inspection activities

 The inspector examined some policies and records, and looked at evidence of children's learning and progress.  The inspector took account of parents' views as expressed in questionnaires.

p.2

Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder works with a registered co-childminder, who is her mother. She works from her co-childminder's house in Stevenage, Hertfordshire. The whole of the ground floor and the garden are used for childminding. There are no pets at the childminding setting. The childminder takes and collects children from the local schools and pre-schools.

p.3

Information about the setting

Both childminders share responsibility for the childminding practice. There are currently three children on roll who are in the early years age group and attend for a variety of sessions. The childminder operates Monday to Friday all year round from 8am to 6pm, except bank holidays and family holidays.

p.3

Information about the setting

The childminder holds the National Nursery Examination Board (NNEB) certificate. She is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 obtain up-to-date knowledge of safeguarding issues and the role of the Local Safeguarding Children Board in investigating child protection concerns and allegations.

p.3

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

 gather more detailed information about children's developmental abilities at the start to plan more precisely for their learning, for example, by using an 'all about me' booklet

p.3

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

 develop more rigorous self-evaluation to maintain continuous improvement by setting action plans showing precisely how identified priorities for improvement are to be achieved.

p.3

who attend

The childminder demonstrates that she knows children well and provides a range of suitable activities that are matched to their interests and abilities. However, until recently she has struggled to develop a workable method for making observations of children. Having now introduced a straightforward system, she is continuing to build on this in order to use her observation and assessments to identify and plan for children's next steps in learning. The childminder has plans to share children's learning records with their parents, but in the meantime keeps them updated through frequent discussions. She completes the progress check at age two, which is a summary assessment of children's progress, and shares this with parents. However, the childminder does not encourage parents to share everything they know about their children when they first start attending. She gathers only brief information from parents about their children and instead relies on

p.4

who attend

her own observations in order to assess children's developmental stage on entry. This delays the initial planning process and somewhat reduces the capacity for children to make rapid progress.

p.4

who attend

Children are independent in selecting resources that appeal to their interests from the appropriate range that is accessible. In addition, the childminder plans some suitable outings in the local community to complement their play and learning. For example, she takes children to the library for song and rhyme sessions and uses the stay and play sessions at the local children's centre where children gain confidence in trying new activities in a large group. Overall, the range of activities provided is varied enough to enable children to make steady progress in their learning and development.

p.4

who attend

The childminder engages well with children as they play. She observes what children are interested in playing with and builds on this to support their thinking and communication. For example, when a baby holds a toy telephone to its ear the childminder models a conversation and encourages the baby to listen and to respond. She further supports children's communication and language by singing familiar songs and rhymes and encouraging children to join in with the words and actions. When children show a passion for cars the childminder provides assorted bricks and encourages the child to use them to make a car park. There is some valuable discussion about whether the space is big enough for the 'giant' racing car and the 'small' racing car. The childminder encourages children to count the bricks and to measure whether a tower is as tall as them. Such activities keep children motivated because they appeal to their interests and they help

p.4

who attend

develop children's thinking and ability to solve problems. Children, therefore, acquire some of the skills and attributes necessary for their future learning in school.

p.4

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

The childminder is the key person for the children and takes the lead in working with parents in order to settle children into the setting. However, she makes sure that her co- childminder is involved initially in getting to know children so that they make positive relationships with all familiar adults. Children show that they are settled and feel secure. Babies enjoy cuddling up to both childminders and seek reassurance when it is needed. Older children enjoy comfortable relationships with both childminders. They express their needs with growing confidence, such as, asking for a drink or to use the toilet, and so begin to manage their personal care. This developing independence helps prepare children emotionally for their future transition to other settings.

p.4

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

The childminder confidently works with parents to support a joint approach to managing children's care needs. Any developmental or behavioural issues are discussed with parents, and with any other early years setting that children attend, in order to develop an agreed plan. This means issues are resolved more effectively through a consistent approach. For example, children are reminded about expectations for their behaviour through positive reinforcement, such as being praised when they show that they are gentle and caring towards others.

p.5

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

Children have regular opportunities to exercise. There is a small garden that is basically equipped with balls and hoops, and a tunnel to crawl through. The childminder takes children to the local park where they use larger equipment and have more space to run about. Children are adequately nourished and gain basic knowledge about what foods are important for good health. The childminder offers a range of favourite children's foods, such as, fish fingers and pizza, balanced with fresh vegetables and fruit snacks. Children are encouraged to feed themselves using their fingers at first and then progressing to a spoon. As children get older they are encouraged to help prepare their meals so that they develop greater independence. The childminder reinforces children's awareness of personal safety by reminding them about washing their hands to eliminate germs and how to use equipment safely. She sets clear boundaries for keeping safe when children are on

p.5

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

outings so that they develop basic awareness of road safety.

p.5

provision

The childminder takes overall responsibility for the management of the setting and gives clear directions to her co-childminder about how to meet children's needs and daily routines. The childminder takes the lead in observation, assessment and planning and has recently begun to monitor children's learning and development through ensuring that suitable activities are planned in order to fill any gaps in children's learning.

p.5

provision

Improvement since the last inspection has been fairly slow because the childminder does not find it easy to self-evaluate or to make precise plans for improvement. However, she has a fairly accurate picture of her strengths and weaknesses. For example, as a qualified nursery nurse she has a reasonably sound knowledge of how children learn. Likewise, she acknowledges that she has not attended any training sessions for some years and thus has less secure knowledge about all of the current requirements of the Statutory Framework for the Early Years Foundation Stage. She is attempting to improve this through working more closely with other childminders and by seeking support from the local children's centre. Despite the somewhat slow rate of improvement, all the recommendations from the last inspection have been addressed.

p.5

provision

The childminder has appropriate policies and knowledge, and keeps accurate records, in order to meet most requirements. However, her safeguarding policy and knowledge of safeguarding issues, although sound, is not up-to-date. She has a copy of the Local Safeguarding Children Board guidance, but is not familiar with its role in investigating concerns about children or allegations against adults. Despite this, she demonstrates that she knows how to recognise signs of potential abuse and would always seek advice if she had concerns. Therefore, even though a safeguarding and welfare requirement is not fully met, there is no impact on children's safety.

p.5

provision

The childminder understands her responsibility to work in partnership with other agencies or professionals in order to meet children's needs. She has developed a relationship with the local pre-school in order to share information and support individual children as they move between settings. She knows that parents are satisfied with the service she provides because they have indicated as such in questionnaires. She encourages them to contribute to the setting by sharing aspects of their culture and faith. For example, parents have informed the childminder about the Hindu festival of Diwali so that she can plan suitable activities with the children.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY222784 Local authority Hertfordshire Inspection number 877388 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10