Home Childcarer in Hertfordshire

Inspection date

Previous inspection date 02/05/2013 21/01/2009

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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 happily explore in the safety and security of the childminder's home. They develop close attachments to the childminder and her family.  Children are making good progress in their learning and development because the childminder plans an interesting range of activities to capture their interest.  The childminder uses self-evaluation effectively, reflecting on what is working well and identifying a clear vision for developing her setting in the future.  The childminder builds good relationships with parents resulting in them feeling reassured. They comment on the childminder's good communication systems.

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It is not yet outstanding because

 Children have fewer opportunities to explore colour, texture and space through the provision of a wide range of materials, resources and sensory experiences.  The childminder does not take steps to further capture children's interest in books through the use of resources such as story sacks.

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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 the lounge.  The inspector had discussions with the childminder.

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Inspection activities

 The inspector sampled a range of documentation including children's records, the childminder's self-evaluation form and a selection of policies and procedures.  The inspector took account of the views of parent in questionnaire responses.

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Information about the setting

The childminder registered in 2008. She lives with her partner and family in Pitstone in Bedfordshire. The whole of the ground floor of the house and two bedrooms on the first floor are available for childminding. There is a garden for outside play. The childminder walks or drives to local schools to take and collect children and she attends the local pre- school groups. The childminder's provision is open all year round from 7.30am to 6pm Monday to Friday, except for family holidays agreed in advance. She employs her husband and her mother as her assistants. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently minding three children in the early years age range and two children over five years of age before and after school.

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

 extend the range of materials, resources and sensory experiences to enable children to explore colour, texture and space.

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

 encourage further children's interest in books and talk about stories through the use of resources such as story sacks.

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who attend

Children demonstrate that they feel happy and secure as they explore and help themselves to the toys in their play environment. The childminder knows them well and she provides activities to build on their existing skills in order to prepare them for the next stage of their learning. In discussions with parents, she finds out all she can about the children's interests and she uses this to extend their learning into other areas. For example, children are currently interested in cars, so she introduces these to other areas of learning. The childminder places a strong emphasis on young children's communication and language, physical skills, and their personal, social and emotional development. By focusing on these, she establishes secure foundations for other areas of learning. Therefore, children make good progress in their all-round development.

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who attend

The childminder places a strong emphasis on helping young children to make good progress in their physical development. They walk independently and confidently, and enjoy pushing and pulling different toys. They crouch down to pick up toys and to play. Children have fun and giggle as they throw and roll balls. They increase and challenge their skills as they climb up the small slide or balance and bounce on apparatus. Children develop good hand-eye coordination and early problem-solving skills as they post shapes, fit puzzles together, stack cups and thread beads on a fixed wire. They enjoy using their senses as they splash, fill and empty containers in the water play. However, they experience fewer opportunities to explore a wide range of materials, resources and sensory experiences.

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who attend

Overall, children are making good progress in their communication and language, and literacy skills. The childminder constantly talks to children; she comments on what they are doing and introduces words linked to objects to help them to make connections. For example, when they stack cubes, the childminder demonstrates what they need to do and talks about big and small blocks. Children enjoy singing songs and rhymes, playing musical instruments and they particularly like musical toys. They smile as they bob up and down in time with the moving, musical elephant. Children show an interest in looking at books; however, they do not use additional resources such as story sacks for example, to further extend their interest in books.

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who attend

Children have fun exploring their local environment. For example, as they feed the ducks at the park. They develop their imagination as they play with small world cars and animals, and role play chatting on the telephone. The childminder is preparing them well for the next stage of learning.

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

The childminder has a good range of toys and resources to support children's all-round development. Good quality nursery equipment is readily available to meet the needs of the children attending. The childminder describes her gradual settling process from the outset of childminding arrangements, which helps children to separate from parents and settle happily. With the childminder's support, they begin to take turns and share. Children are happy playing alongside one another and they interact by offering one another stacking cubes and feeder cups. When young children show they are frustrated, the childminder reassures them and uses simple language to help them understand. She works well in partnership with parents as and when behaviour issues arise, so that children receive consistent messages both at home and in her care.

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

The childminder promotes children's health and well-being successfully. Children sleep comfortably in a travel cot and the childminder uses monitors and checks on them regularly to make sure they remain safe. Children observe the childminder's good hygiene practices in the home. They wash their hands before they eat. The childminder has completed basic food hygiene training and she prepares children's nutritious snacks and meals. When the childminder mentions lunch time children say 'yum yum' and go over to their high chairs. They sit comfortably as they eat a selection of finger foods such sandwiches, and they use a spoon competently to eat their yoghurt. At all times, they can help themselves to their drinks when they are thirsty. The childminder has suitable procedures in place for administering medication and recording accidents in order to successfully promote children's welfare. She shares her

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

suitable sick child policy with parents. Children experience fresh air and exercise on a daily basis. The childminder allows children to take small risks to help them to learn to keep themselves safe. For example, as they go up and down a few steps on the slide.

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provision

The childminder is well organised and all of the required paperwork is in place to support children's learning and welfare. She gathers necessary information about the children's individual needs from the outset of childminding arrangements. She is fully aware of the need to complete the two-year progress check with parents and has booked training to help her achieve this. The childminder successfully plans and delivers good educational programmes in order to prepare children for their next stage of learning.

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provision

The childminder successfully monitors her childminding service. She reflects on her practice and accurately identifies her strengths and areas for development. Parents' share their views about the childminder's practice through discussions and a questionnaire. They are pleased with the communication systems in place and the care their children receive. The childminder is keen to develop her knowledge and skills through training opportunities. She demonstrates a good capacity to maintain and improve her good childminding service.

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provision

The childminder has a very good understanding of how to keep children safe. She updates her knowledge and understanding of child protection and knows the necessary reporting procedures should she have concerns. In order to keep children safe and secure, the childminder undertakes risk assessments for her home and specific outings. She provides necessary safety equipment, such as children's individual car seats and high chair harnesses. Children practise the emergency evacuation procedure, so they know what to do in the event of a fire. In addition, the childminder provides fire-fighting apparatus and smoke detectors. Therefore, she takes positive steps to promote children's safety and welfare.

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provision

The childminder establishes very good working relationships with parents. Effective communication systems are in place. For example, there is a notice board, daily diary, email and text messaging. Parents are well-informed about their children's learning and development through daily discussions and their child's individual learning journals. The childminder carefully monitors children's progress, identifying where they require further challenges. For example, to further extend their interest in jigsaws. The childminder makes links with the schools the children attend in order to complement their learning while in her care. The children are well cared for and they thoroughly enjoy the time they spend with the childminder and her family.

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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 EY378094 Local authority Buckinghamshire Inspection number 844451 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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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