Daniels, Emma-Jane

Inspection date

Previous inspection date 12/04/2013 13/11/2008

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children's learning and development are significantly supported and complemented. This is because the childminder has an excellent knowledge of the Early Years Foundation Stage and successfully implements it in her practice  Children make outstanding progress because the childminder makes sure that she is fully aware of what each child knows and can do. She challenges each child effectively to help them reach the next stage in their learning. The childminder inspires children's learning because she has a detailed knowledge of their different interests and abilities.  Children are provided with a wonderful range of interesting and challenging activities which are firmly based on the childminder's meticulous tracking of children's progress.  The childminder gives the highest priority to ensure that all children are safeguarded. She is fully aware of her responsibilities to protect them from harm and she quickly

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This provision is outstanding

identifies and successfully minimises any potential risks to children.  The children meets all children's care needs exceptionally well. For example, she provides excellent support, to children who are reluctant eaters to help them learn about healthy eating.

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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 the childminder interacting with children throughout the inspection within various rooms of the childminder's home.

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Inspection activities

 The inspector took into account of the views of parents through looking at completed written comments, documentation and discussions with the childminder.

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Inspection activities

 The inspector examined a selection of information and documentation relating to the children's safeguarding, welfare and developmental progress.

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Inspection activities

 The inspector spoke to and interacted with the childminder and the children at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged six years and four years in a house in Welwyn Garden City, Hertfordshire. The whole of the ground floor childminder's house is used for childminding and there is a dedicated playroom. Children have regular access to a fully enclosed garden for outside play. The family has guinea pigs and a cat as pets.

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Information about the setting

The childminder attends local groups, shops and parks 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 two children on roll who are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6.15pm, 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:

 build on current systems to evaluate and monitor the provision to ensure that the high quality practice already achieved is sustained and consistently improved upon.

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who attend

Children are busy and the environment is exciting. The children are keen, active learners and show great confidence as they explore their environment. They display lots of enthusiasm as they choose their activities and sustain high levels of concentration. The childminder provides rich learning opportunities, engaging the children in activities tailored to their individual needs. For example, children who are reluctant to eat, join in happily with carefully planned, food related, activities. Children decorate plates as they discuss their favourite foods. They decide which foods are healthy every day foods and which should be occasional or eaten as treats. Children craft pasta into the shape of their name and suggest making a pasta necklace. The childminder's excellent skills and understanding of how children learn enhances children's outstanding progress towards the early learning goals. Children are congratulated and praised for their achievements and efforts; this

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who attend

inspires other children to become involved. The childminder accurately tracks children's progress from when they first start at her setting. She meticulously links her observations to the 'Development Matters in the Early Years Foundation Stage' guidance. This enables her to have an accurate picture of where each child is in their learning and development. The childminder's flexible play plan links very closely to children's next steps in their learning, enabling all children to be enjoyably challenged. Children's 'learning journeys' display a wealth of information, successfully monitoring their rapid progress. These are shared carefully with parents and all other professionals involved with the children's learning. The comprehensive information is supported by photographs that show the delight on the children's faces as they learn and achieve. The very strong links with other Early Years settings that children attend, enhances children's learning. Information is

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who attend

shared on topics and activities which provides continuity of learning for the children which ever setting they attend. As a result, children are making excellent progress in their learning and development. They are happy and confident and exceptionally well prepared for the next stage in their learning.

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who attend

Children thoroughly enjoy the craft activity. They sit at the table and choose various materials and textures to stick on their 'plate'. They chat animatedly with the childminder about their favourite foods and what they can use to represent the food. Older children crumple brown tissue paper to represent meatballs, while younger children stick to familiar items such as, spaghetti. The childminder places high priority on children's communication skills. She asks children's opinions on what they think and really listens to their response. They share ideas, describe how the textures feel and talk about what they will have for lunch. The childminder skilfully extends children's language skills further by providing ample time for children think and respond to questions.

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who attend

Children are active. Their physical skills are enhanced as they use the equipment in the garden and in local parks to enable them to develop their balance and muscle control skills. Children regularly access challenging climbing apparatus, slides and enjoy the larger open spaces to run around. This enables children to understand that exercise is healthy and fun. Furthermore, the childminder plans regular visits with the children to the local toddler groups and children's parks, farms and play areas. This supports children's social skills and enhances their awareness of their local community.

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who attend

The childminder provides a rich, varied and imaginative programme of activities which motivate children to eagerly join in. For example, children enjoy an outing to visit the local Mill Green museum. Children help mill and grind the grain into flour, then take it home to make pizzas. They excitedly talk about their experience with the inspector showing her the big grinding wheel in the photograph and competently explaining the milling process.

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

Children thrive in this vibrant environment. They have formed very secure bonds and attachments with each other and the childminder. This is because the childminder is highly skilled in recognising the individual needs of each of the children in her care. She sensitively provides a nurturing approach to reassure all children when they first start. As a result, children are extremely settled, happy and eagerly explore and investigate. They are able to show the childminder when they are feeling unwell and want to rest quietly on the sofa with a blanket and a soft toy. Children show good levels of concentration and attention to detail during craft activities They persist in their task to get the tissue paper to stick to their plate rather than their fingers, and show satisfaction in achieving their goal. The childminder praises children's achievements and their very good behaviour. As a result, children are well behaved and

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

their self-esteem is high. Plenty of smiles, laughter and cuddles are exchanged, creating a vibrant and happy atmosphere for all.

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

Children's understanding of their health and safety needs are addressed by the childminder through active tasks and discussions. Children feel their own heartbeat after playing on the climbing frame, and the childminder skilfully links it back to the topic on how their body works. The childminder places children's own water cups and bottles on a low-level surface, promoting children's independence and self-help skills. The childminder ensures inclusion is at the heart of what she does. She has a detailed knowledge of the individual needs of the children. She works sensitively with parents and other professionals to significantly help meet the needs of the children in her care. The excellent partnership working between the childminder, parents and other professionals, ensures that children's well-being is enhanced. Children are confident and capable of embracing new challenges in their life.

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provision

Children are safeguarded very well. The childminder has a very secure understanding of the procedures to follow should she have a concern about a child in her care. She is very clear that her fundamental role and responsibility is to protect children and she implements effective practice to promote children's overall safety. A clearly written safeguarding policy is also shared with parents keeping them informed of current practice. Robust risk assessments are completed visually on a daily basis, supported by regular written assessments. Action is swiftly taken to minimise any potential hazards ensuring children are safe in the home, garden and when on outings. This results in children enjoying the freedom to explore, to laugh and run in a safe environment. Children's behaviour is very good. They chat animatedly and laugh loudly, showing that they really enjoy their time in this vibrant setting.

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provision

Comprehensive records, policies and procedures effectively implemented by the childminder successfully underpin the excellent service that she provides. She actively pursues excellence in all the activities she provides which results in children's outstanding achievements and progress The childminder has an exemplary understanding of her responsibilities in meeting the learning and development requirements. She achieves this by committing herself to on-going professional development. She is currently studying for an Early Years foundation degree. Her commitment to extending her knowledge has actively contributed to children's rapid progress. For example, she researches ideas for learning activities which are based on the children's interests and will support them in achieving the next steps in their learning. Excellent partnerships with the children's other early years setting and the local school as well as the local children's centre has enabled

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provision

the childminder to have a very accurate knowledge about the children in her care.

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provision

The childminder rigorously monitors and evaluates all aspects of her setting. Children, parents and other professionals are all consulted and their opinion valued. Since the last inspection, the childminder has completed her NVQ level 3 which enabled her to reflect on her practice and make improvements to her setting. She has planned and provided a number of activities teaching children about how to keep themselves safe from harm, including talking about stranger danger. This has enabled the children to have more confidence to know what to do in unsafe situations. The childminder has also made significant improvements to the way she matches her observations of the children and assesses their progress and achievements. Using supporting guidance such as 'Development Matters', has enabled her to accurately identify where children are in their learning and how rapidly they have progressed during their time in her setting. The

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provision

childminder has successfully completed the Early Years Foundation Stage progress check at age two. These assessments are based on the childminder's ongoing observational assessments of the children's skills, knowledge, understanding and behaviour that children consistently demonstrate. The parents and all other practitioners and professionals also contribute. This ensures that a precise assessment of children is in place to ensure that any intervention needed is identified as early as possible.

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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 EY375521 Local authority Hertfordshire Inspection number 908414 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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