Childminder in Hertfordshire

Inspection date

Previous inspection date 17/06/2013 22/07/2010

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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

 The childminder gathers information regarding children's likes, care routines and family background. She uses this information to help children settle quickly. The childminder also finds out about their home language and any key words children may use to help with communication.  Children are supported to move onto nursery as they are introduced sensitively to the transition and are developing the necessary skills to help them embrace new experiences with confidence.  The childminder introduces ideas and shares resources with parents to enable them to contribute to children's learning at home. This supports the childminder in ensuring that children receive consistency and continuity of learning.

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It is not yet good because

 The childminder does not review the outside area frequently enough to identify and minimise possible hazards to children, with specific reference to the shed.  The childminder over directs the children in some activities. Therefore, children are not always given time to think and explore for themselves and find their own solutions and answers.  The monitoring of planning and assessment, to ensure that it provides a clear overview of children's progress in each area of learning and identifies where intervention may be needed, is not fully effective in progressing children's learning.

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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 two rooms downstairs and in the garden.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journals, planning documentation, a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who also works as her assistant, and three children aged nine, seven and 14 months in Welwyn Garden City, Hertfordshire. The whole of the ground floor and the toilet upstairs are used for childminding as well as the rear garden. The family has no pets. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools. The childminder supports children with English as an additional language.

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Information about the setting

There are currently seven children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6am to 8pm, Monday to Friday except family holidays.

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must:

 improve the procedures for reviewing the safety risks in the outside area more frequently to ensure that possible hazards are removed or minimised

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must:

 improve the monitoring of the planning and assessment to provide a more thorough overview of children's progress across the areas of learning. Use this to help identify all circumstances where interventions may be needed.

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

 give children more time to talk and think and to come to their own conclusions during activities, without taking over or directing them.

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who attend

The childminder considers children's differing ages and abilities providing activities that suit them. Children can choose which resources they would like giving them an element of control over what they do and following their individual interests. The childminder has a sound understanding of how children learn. Observations of children's learning are recorded in their learning journals and the childminder identifies the next steps in their learning, which she uses to inform some of her planning. Information from these observations is used to ascertain which developmental band children are working within. However, the monitoring of the assessment and planning procedures does not always give the childminder a clear overview of how children are progressing overall. This means support may not be identified at an early stage to most benefit children. The childminder is familiar with the progress check at two, and knows what must be included, although

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who attend

she has not had to complete this as yet.

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who attend

Children's language is developing as the childminder chats to children, modelling what they are doing. She supports children with English as an additional language obtaining key words from parents and uses some basic sign language to aid communication. Children delight in building towers and playing with blocks, recognising some shapes as they make a 'triangle roof'. They show pride in their achievements, calling the childminder to show her what they have made. The childminder questions them about the colours they have used and asks how many bricks there are. However, they are not always given the time to explore and reach a conclusion themselves as the childminder begins to count the bricks. The childminder tends to over-direct the children in some activities; for example, she asks them what food they are going to make and then answers for them. This means that children are not always given time to think and answer for themselves, hindering their

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who attend

learning processes. The childminder extends the play dough activity by introducing plates and cups, enabling the children to pretend they are making dinner.

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who attend

Children show their enthusiasm and excitement at the familiar music they hear and participate in the action rhymes and songs at 'rhyme time'. Children have opportunities to develop their large muscles as they skilfully kick the ball and climb the steps to the slide. They use their small muscles to manipulate the play dough, flattening it with their hands and using plastic knives to cut it. Children use various materials to make marks and are fascinated by the older children's writing. The childminder uses this observation to develop the children's skills in making marks, showing children how to start forming initial letters. These simple activities contribute to preparing children for the next stage in their learning.

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who attend

The childminder communicates with parents daily, including them in their children's learning. She values the information parents provide about what children enjoy and suggests ideas about how learning can be continued at home. For example, to encourage children's language, parents were invited to borrow some interactive books that the child enjoys to share at home. This helps provide a smooth transition between home and the childminder's care.

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

The childminder gathers detailed, comprehensive information from parents so that she is aware of children's needs, interests and abilities. This enables her to offer children the appropriate support, resources and activities. Children form close attachments with the childminder, which helps them to feel secure. The childminder offers several settling-in sessions and encourages the parents to ask lots of questions before their child starts, providing them with a checklist. As a result, children settle quickly and enjoy their time at the setting. Young children are supported in understanding and managing their behaviour. For example, the childminder talks to them about taking turns and they are praised when they share. This also helps children to learn to respect one another. Children's independence and self-care skills are promoted as they are encouraged to feed themselves and go and find their drinks when they are thirsty. They are keen to help the childminder, for example

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

fetching the wipes or getting their lunch bags; this helps children to feel valued. The childminder regularly attends toddler groups, helping promote children's social interactions and develop their language as they play with their peers. She is establishing links with the local nursery, attending open days, and introducing the staff to the children who will be attending. The childminder is keen for children to form friendships arranging play dates with other children moving onto nursery. These help support children in their transitions to nursery and school.

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

The childminder encourages children to develop a suitable awareness of the importance of healthy lifestyles. Although parents supply all the meals and snacks for children, the childminder offers additional fruit and vegetables at snack time. Children learn about healthy foods through discussion and as they plant and grow their own vegetables in the garden. They follow the routine of washing their hands before eating using the step to reach the sink. Young children hold their hands out to be cleaned indicating to the childminder that they are dirty. Children enjoy playing outdoors daily in the garden and at the park, developing their physical skills throughout this time. The childminder reminds children about expectations for not climbing on furniture when they are indoors helping them to gain some awareness of safety.

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provision

The childminder has a sound understanding of the procedure to follow if she has any safeguarding concerns and knows the appropriate authorities to contact; all adults in the household have been vetted. Although the childminder conducts risk assessments of the premises and outside area, these are not reviewed regularly enough to ensure that hazards are still minimised. For example, children can access the shed outside and the dangerous equipment stored inside poses a possible risk to them.

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provision

The childminder has a suitable understanding of the learning and development requirements and provides a varied range of interesting activities for children to enjoy and learn from. She has used her knowledge obtained through training to alter her assessment and planning documentation to reflect the revised Early Years Foundation Stage. However, the monitoring of her planning and assessment is not rigorous enough to ensure that there is a clear overview of children's current progress.

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provision

The childminder works well with parents. Daily diaries are used to share information when children are very young and then verbal exchanges as they become older. Parents are given a copy of all the policies and procedures when they start and when any policies are reviewed so that they are kept informed about the provision. Partnership working with other providers sharing the care of children is secure and provides continuity of care and learning.

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provision

The childminder can reflect on her practice and identify some areas where she can improve. She has targeted plans in place to tackle the areas of weakness and is due to start her level 3 qualification in childcare to further her knowledge. The action and recommendations from the previous inspection have been fully addressed and the childminder seeks the views of parents and children to help draw up action plans. This demonstrates the childminder's commitment to improving the quality of care she provides for children.

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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 EY403906 Local authority Hertfordshire Inspection number 875237 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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

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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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