Childminder in Hertfordshire

Inspection date

Previous inspection date 07/06/2013 17/01/2011

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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

 Partnerships with parents and other providers are established and strongly contribute to meeting children's needs.  Children confidently explore their environment and gain a good understanding of risk through well-supervised activities.  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

 There is room to improve the regular use of the rear garden as a learning resource for children so that it provides as stimulating a learning environment as indoors.  There is scope to enhance the self-evaluation and plans for improvement by seeking and taking into account views of parents and children in order to continuously extend learning opportunities for children.

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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 and the childminder discussed the children's achievements and their interaction with each other during an indoor play session.

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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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Information about the setting

The childminder was registered in 1981 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter in a house in Ware, Hertfordshire. The whole of the ground floor of the childminder's house and the main bedroom are used for childminding. The family has a duck, two chickens and a snake 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 four children on roll in the early years age group who attend for a variety of sessions. She operates all year round from 7am to 6pm, 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:

 enhance children's opportunities to explore learning in the garden, particularly with reference to the natural world

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

 extend the self-evaluation process by actively seeking the views of parent and children in order to continue to improve learning opportunities for children.

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who attend

The childminder has a good knowledge and understanding of the learning and development requirements. She provides a wide range of interesting and challenging experiences supported by effective teaching, which enables all children to make good progress. For example, the childminder helps children dress themselves by giving them the time and encouragement to 'have a go' at putting on and taking off their bibs at lunchtime. This promotes children's independence and confidence. The childminder effectively provides help as needed without taking over, which enables the children to be willing to learn through trial and error. The childminder smiles and praises the children for their efforts, which then motivates their persistence and focus.

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who attend

Children experience learning through a good range of play activities and incidental opportunities. For example, children independently playing with the magnetic letters pick out their own initials and the childminder congratulates them and emphasises the sound of the letter in the children's name. Children enthusiastically share books and make the animal sounds, again congratulated by the childminder. This shows that children are encouraged to recognise that print has meaning. The childminder promotes children's early writing skills by providing a wide selection of resources, such as, chalk, paper crayons and paints. Children enjoy making marks and creating pictures and models using a wide selection of different materials. Further imaginative activities link areas of learning in an unusual and interesting way. For example, children have planted beans, which, when grown, show a message of affection. Children are growing these in preparation for a gift

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who attend

Children occasionally participate in activities, such as, looking after the chickens and duck. They look for eggs and then bake with them. However, the childminder's garden is currently under refurbishment so the children do not use it regularly. They visit local parks and farms to discover and explore nature, use large climbing and balancing equipment and to develop their physical skills.

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who attend

The childminder promotes children's mathematical skills by encouraging children to count the magnetic letters on the board and pieces of banana on their plate. Children learn to recognise shapes and solve problems as they join shapes together on the play work bench and putting jigsaw pieces together to make a whole picture.

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who attend

Children's language is developing well and all children, including very young children and children who speak English as an additional language, are making good progress. Routine use of repeated words encourages children to respond and use simple words themselves in a sentence. This good practice is effective in enabling all children to develop their understanding, communication and language, and to close any gaps in learning, over a period of time.

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who attend

The childminder encourages parents to contribute to their children's initial assessments, and to share information about their learning and development at home. This enables her to have an accurate understanding of each child's starting points, interests and abilities. She then provides good resources and activities to challenge children in order for them to reach their next steps in their learning and development. Children have made very good progress in the prime areas of learning because the childminder uses her observations and assessments effectively, in partnership with the parents, to support individual children's learning needs. This means that all children make good progress in all of the areas of learning in relation to their starting points. The childminder gives high priority to children's personal social and emotional progress, their physical abilities and their communication. This is effective in giving children the skills they need to be ready for the next stage in

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

Children settle quickly because the childminder is skilled in engaging them in activities. They have formed secure bonds and attachments which results in a caring and happy atmosphere. A broad range of good resources invite children to explore and learn how to use them safely, for example, the tools on the play work bench.

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

The childminder actively supports the children to choose what they would like to do and she knows when to become involved in their play and when to stand back in order for the children to explore and interact. Each child has an individually tailored settling-in period. The childminder works closely with their parents from when children first start, this supports their successful transition from their home into her setting.

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

Children are independent in their self-care in relation to their age and ability. The childminder provides interesting resources to support them. For example, children can choose the spoon which looks like a digger or one which looks like a construction brick. This enables young children to feed themselves and enjoy the experience. Children with medical conditions are well cared for as the childminder ensures that she is fully trained in administering medication, including injections. Children who are in nappies are changed discreetly, and most children learn to address their own personal needs independently as the bathroom is accessible on the ground floor.

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

Children's parents mainly supply their mid-day meals and snacks; the childminder provides dinner in the evening if required. She ensures that children can reach their own drinks and encourages them skilfully to eat well. For example, she says 'One more mouthful and you can have the yoghurt', and 'Well done for eating that'. The childminder also uses meal times as social occasions where she chats to the children and encourage them to watch the bird feeder on the window to see if the birds are eating their lunch. Children benefit from regular fresh air and exercise. They do not use the childminder's garden at the present time, but regularly visit parks and play areas.

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

The sensitive and nurturing childminder provides a strong base for children to be independent and to be able to manage their own needs. She teaches children how to share and how to treat each other with respect. Their behaviour is very good and children are learning good social skills. Even young children work cooperatively together in the ball tent, giggling as they hide their socks under the balls. The childminder supervises children well and provides clear guidance for them about what is acceptable behaviour. They display confidence and are gaining an understanding of risk through well supervised activities. For example, the childminder encourages children to safely climb the ladder onto the climbing frame and to sit down on the slide. She praises and acknowledges children's effort which builds their confidence and self-esteem. Children's understanding of risk is shared at home. For example, children tell their parents to stop at the kerb before

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

crossing the road. The childminder extends children's learning through some hands on activities which help them to learn about healthy foods and how fresh air and exercise contribute towards a healthy lifestyle.

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provision

The childminder demonstrates a detailed knowledge and understanding of the safeguarding and welfare requirements. She is able to protect children in her care because she has a clear, experienced understanding of her role, responsibility and procedures to be followed in order to safeguard children. For example, she ensures that she keeps her knowledge up-to-date by attending regular safeguarding training. She risk assesses the environment indoors and outside to ensure the children can freely explore in safety.

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provision

The childminder has positive relationships with parents. She regularly shares information with them about the children's routines, achievements and the activities they take part in. Parents are actively involved in their children's welfare, learning and development. They work closely with the childminder to ensure consistency between home and the childminder's setting. Parents also contribute to their children's progress and achievement records. Currently, none of the early years children attend other early years settings. However, the childminder has links with many of the local pre-schools and is fully aware of the importance of partnership working. The childminder works closely with other professionals in the children's lives, such as, health visitors to ensure that the children are well cared for.

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provision

The childminder is beginning to evaluate her setting; she has plans to develop the rear garden to improve the play and learning environment for children. However, self- evaluation lacks rigour and does not help her to identify areas of her practice that are strong or to plan actions to overcome any weaknesses. She has not sought the views of parents or children as part of this process, therefore, their views are not fully known.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements. Children choose from a good range of developmentally appropriate activities which meet their needs. She effectively monitors her planning and delivery of the educational programmes and children's individual progress. Her knowledge of each child's progress, abilities, likes and dislikes as well as good partnerships are effective in ensuring all children make good progress, are safe and ready for the next stage in their lives.

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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 127837 Local authority Hertfordshire Inspection number 817856 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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