Parsons Ann

Inspection date

Previous inspection date 23/04/2013 10/06/2009

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early years provision

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

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This provision is good

 Partnerships with parents and other providers are well established which strongly contributes to meeting children's needs.  Children experience a wide range of good learning opportunities both indoors and outside.  Children have formed strong bonds and attachments with the childminder. This promotes their well-being and independence.  Children display good levels of confidence and self-esteem which are key skills in their preparation for their next stage of learning.

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It is not yet outstanding because

 The childminder does not always ensure that children regularly practice good hygiene routines, such as washing hands before 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 activities in all the ground floor areas and in the front and rear gardens.

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Inspection activities

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

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Inspection activities

 The inspector examined a selection of documentation and records including comments from parents  The inspector discussed aspects of practice with the childminder.

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Information about the setting

The childminder was registered in 1995 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged 23, 17 and eight years in a house in Welwyn Garden City, Hertfordshire. The whole of the ground floor of the childminder's house and the front and rear gardens are used for childminding. The family has a dog, a hamster, a gecko, fish and birds in an aviary as pets.

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Information about the setting

The childminder attends toddler groups and visits the shops and park 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 five children on roll, of whom, four are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, 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:

 provide further learning experiences to enable children to routinely adopt good hygiene routines.

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who attend

Children are busy in this interesting environment. The childminder provides comprehensive learning opportunities and successfully engages children in activities based on their interests. The children are keen, active learners and display confidence as they explore their environment. They display lots of enthusiasm as they choose their activities and sustain high levels of concentration. For example, children regularly participate in supervised planting activities, teaching them about nature and how to grow healthy food as well as pretty flowers. Children have their own greenhouse where they plant, tend and harvest a selection of food and flowers. Young children show their good physical skills as they carefully water the plants with a watering can. The childminder gives clear direction and support, which encourages children's independence. For example, they follow the childminder's clear instruction and encouragement to return the watering can to its place

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who attend

under the kitchen sink. This promotes children's independence skills. The childminder's effective skills and understanding of how children learn enhances children's good progress towards the early learning goals. Children are praised for their achievements and efforts; this promotes their feeling of accomplishment and self-esteem. The childminder generally tracks children's progress from when they first start at her setting. She has a good knowledge and understanding of the abilities and interests. This enables her to effectively share children's good progress with parents and provide suitable activities to enable children to make good progress in their learning and development.

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who attend

Children are active. Their physical skills are promoted as they use the tools and equipment in the garden safely. Visits to local parks and active computer games enable them to develop their balance and muscle control skills. Children enjoy dancing activities and display their skills in listening to and following the instructions or mimicking the childminder's actions. They are making good progress in the prime and specific areas of learning and are generally working comfortably within the typical range of development expected for their age, and exceeding expectations in their understanding and physical skills.

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who attend

The childminder's teaching is rooted in good knowledge and based on her understanding of how children learn. Children's behaviour is very good. They are happy and show lots of affection to the childminder because they have clear and secure boundaries. They have a good choice of resources and activities which keeps them interested.

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who attend

The childminder provides a creative and interesting programme of activities which motivate children to eagerly join in. For example, children learn about the habits and lifestyle of the childminder's pets and explore the frog that appeared in the garden. The childminder supports this interest by planning to bring the frogspawn indoors for children to explore and discuss.

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who attend

Partnership with parents is good. They contribute to their children's initial assessment and regularly meet with the childminder to discuss children's progress and evaluate her practice. This ensures that any interventions can be implemented early to ensure that children's individual needs are effectively met and that children are ready 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 have formed very secure bonds and attachments with each the childminder. This is because the childminder is 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 freely move around the childminder's home to select their own toys and activities. For example, children empty out the jigsaw container to use as a drum. This shows they have imagination and make decisions about what they play with.

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

Children show good levels of concentration and attention to detail during their gardening activity, carefully lifting the watering can and pouring into the small flower pots. The childminder praises children's achievements and their very good behaviour. As a result, children are well behaved and their self-esteem is high. Plenty of smiles, laughter and cuddles are exchanged, creating a vibrant and happy atmosphere.

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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 is addressed by the childminder through active tasks and discussions. Children hold a baby wipe and help to clean themselves during a nappy change. The childminder talks to the child explaining that she is nice and clean and they both clean their hands with antibacterial gel. However, children did not clean their hands before eating a peeled satsuma. Therefore, children are not yet routinely understanding and adopting good hygiene practice.

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

The childminder places children's own drinking cups and bottles at low-level promoting children's independence and self-help skills. The childminder ensures that inclusion is at the heart of what she does. She has a detailed knowledge of the individual needs of the children.

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provision

Children are safeguarded. The childminder has a 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 and recorded regularly. Action is 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 in a safe environment.

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provision

Effective records, policies and procedures implemented by the childminder underpin the good service that she provides. She actively seeks the views of parents, meeting regularly to discuss her early years provision. This is an efficient way of sharing information and ensures that parent's views are sought in the effective evaluation of her practice. Improvements since the last inspection have resulted in some improvement to the assessment and planning procedures which has resulted in children making good progress.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements. She achieves this through an effective programme of professional development. Good partnerships with the children's other early years setting and the local school as well as the local children's centre has enabled the childminder to have a good understanding of the children in her care. She works sensitively with parents and other professionals to significantly help meet the needs of the children in her care. Effective information sharing and good partnership working between the childminder, parents and other professionals ensures that children are well prepared for their transitions onto nursery and school.

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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 129260 Local authority Hertfordshire Inspection number 913422 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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