Brockhurst, Susan Denise

Inspection date

Previous inspection date 20/06/2013 01/03/2012

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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

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This provision is satisfactory

 Children develop close relationships with the childminder, which supports them to feel safe and secure.  Ongoing communication with parents means that the childminder is kept well informed about each child's individual care needs. This ensures that she is able to effectively provide care based on their specific needs.  The childminder has previously undertaken safeguarding and demonstrates a sound awareness of her responsibility to protect children in her care.

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It is not yet good because

 Educational programmes are not used to best effect to offer fully personalised learning opportunities based on children's next steps in their learning. This does not maximise progress made.  Partnership working does not ensure that information about children's development is consistently shared. This does not routinely enable parents to extend their child's learning at home.  The childminder does not consistently foster a culture of continuous improvement by regularly implementing self-evaluation, and including the opinion of parents and children. This does not effectively identify weaknesses and ensure that action is taken to address these.

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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 compulsory part 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 children taking part in activities in the playroom and viewed the outdoor play area.

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Inspection activities

 The inspector held a wide range of discussions with the childminder and interacted with minded children.

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Inspection activities

 The inspector looked through a range of documentation including the childminder's policies, procedures and children's development records.

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Inspection activities

 The inspector took account of the views of parents through information provided by the childminder.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children age two and six years in a house in Stevenage, Hertfordshire. The whole of the house and the rear garden are used for childminding. The family has fish as pets.

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Information about the setting

The childminder attends activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools.

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Information about the setting

There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve educational programmes to offer more personalised learning opportunities for children in line with their next steps of learning. Ensure the activities consistently offer challenge in order to build on children's full capacity to learn

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must:

 improve the two-way flow of information with parents to include more detailed information about children's next steps in learning and how they can extend learning at home.

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

 foster a culture of continuous improvement by regularly implementing self- evaluation which includes the opinion of parents and children so that weaknesses are quickly identified and action is taken to address these.

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who attend

The childminder shows a sound knowledge and understanding of the Early Years Foundation Stage. On the whole, she plans a suitable range of activities for those children attending. As a result, children make satisfactory progress in their development and are gaining some skills to help support their next stage of learning. The childminder carries out observations and assessments of children in her care on a regular basis. However, she does not consistently consider how to expand and extend the educational programme to ensure children are provided with consistent challenge in their activities. This means children are not always making best progress in their learning and development. For instance, young children are not consistently provided with support to develop self-help skills. Prior to children's placement the childminder finds out important information about each child's starting points. This helps her to ensure that activities are planned to meet

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who attend

their individual needs. However, parents are not provided with consistent information about how they can support and extend their child's learning at home.

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who attend

The childminder uses a satisfactory range of teaching techniques which help to support children's participation and engagement in some activities. However, planned support for children's self-help and independence does not always precisely matched to their learning needs. For example, young children are not sufficiently supported to enable them to feed themselves. Language development is encouraged through the childminder's positive interactions, which children enjoy. For example, she sits close to very young children, making sure that they can see and hear her. They enjoy this close interaction, visually responding to the childminder's presence by using sounds and movement to express their pleasure. Children show their developing listening and attention skills as they focus on the childminder, attracted by the lively intonation in her voice.

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who attend

Physical development is adequately fostered because the environment is organised to enable young children to move around independently. They enjoy practicing mobility skills, crawling and then returning to a sitting position in order to closely examine items of interest, for example, brightly coloured stacking cups. Children show interest and curiosity in the environment; skilfully manoeuvring themselves into a position which enables them to grasp toys previously out of reach. Children have regular chances to extend their social skills on visits to the local children's centre. This development is reflected in their interactions with others, for example, they play independently alongside the childminder's daughter using sounds and gestures to engage her. Children enjoy taking part in outdoor activities in the childminder's garden and when visiting local parks. This enables them to access physical play on a scale not possible indoors.

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

Prior to placement the childminder seeks information about each child's care and learning needs. As a result, transition is supported and children settle swiftly. The childminder ensures that she continues to keep up-to-date with any variations in care arrangements by maintaining regular discussions with parents. Young children demonstrate firm attachments and a sense of security, which is clearly shown in their interactions and demeanour as they move around the childminder's home.

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

The childminder acts as a role model to children, implementing a consistent behaviour management approach. For example, children enjoy consistent praise for their achievements. Overall the childminder encourages independence, which helps to build confidence and self-esteem. For example, even very young children are able to easily access a safe range of toys and resources which interest them. However, at times the weakness in planning regarding meal times impacts on the promotion of children's independent skills. The childminder engages in age-appropriate discussions about safety issues, helping children learn how to keep themselves safe. For example, she discusses the use of safety seats when using her car. The childminder ensures that she adequately meets hygiene requirements. For example, the environment provided for children is clean and well maintained. The childminder makes sure that young children are kept hydrated

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

by ensuring that they are provided with regular drinks. Children are provided with sound range of healthy foods which helps to maintain their good health. For example, they are given snacks of fresh fruits, such as banana and grapes. Trips outside of the home are organised and children have access to the childminder's garden. This ensures that they are able to access to fresh air and exercise on a regular basis, which supports their well- being.

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provision

The childminder has previously undertaken safeguarding and demonstrates a sound awareness of her responsibility to protect children in her care. She has an appropriate policy in place which is shared with parents. As a result, they are provided with the reassurance that their children are cared for in an environment where all adults are suitably vetted. The childminder carries out a risk assessments of her home and outings. This ensures that she is able to identify and minimise risks to children. For example, she ensures that the environment is secure, preventing intruders entering her home. The childminder helps children to learn how to keep themselves and others safe. For example, regularly practicing road safety on trips out of the setting.

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provision

The childminder demonstrates a sound understanding of her responsibility to ensure that learning and development requirements are met. However, at times the weakness in planning results in a lack of consistent challenge. The childminder has developed satisfactory relationships with parents, which promotes the consistent sharing of information about children's care needs. However, there is a weakness in the consistent exchange of information regarding children's development. As a consequence, continuity of learning is not fully supported. There are currently no children on roll who attend other settings. However, the childminder shows a sound understanding regarding the value of partnership working with other providers to effectively support continuity and future transition.

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provision

While the childminder undertakes some reflective practice, self-evaluation is not entirely effective in confirming that all requirements fully met. As a result, some areas in need of development have not been identified and the views of parents are not regularly sought. This does not ensure that weaknesses are quickly identified and action is taken to address these to support ongoing improvements to the provision for children.

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The Childcare Register

The requirements for the compulsory 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 EY403305 Local authority Hertfordshire Inspection number 875223 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 2 Number of children on roll 2

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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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