Childminder in Hertfordshire

Inspection date

Previous inspection date 02/07/2013 11/05/2010

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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 are motivated to play, explore and learn because the childminder enthusiastically injects a sense of fun into activities to spark their curiosity. This means children enjoy learning and make good progress.  Children develop strong attachments and warm relationships because the childminder is very sensitive to their individual needs and offers plenty of reassurance to help them feel secure. She builds this further by providing regular outings to toddler groups to help children socialise in larger groups.  The childminder effectively reviews her practice and responds to the needs of children and their parents, as well as identifying her own training needs. As a result, she continually develops and makes improvements to her practice.

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It is not yet outstanding because

 There is scope to broaden the amount and type of information the childminder gathers initially about children in order to build a more complete picture about their home life and experiences and to further assist with initial planning.

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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 main play area.  The inspector held discussions with the childminder and interacted with children.  The inspector examined a number of policies, records and evidence of suitability.

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Inspection activities

 The inspector looked at children's learning records and took account of their parents' views expressed through email communication.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged 12, five and three years in a house in Northchurch, Berkhamsted. The whole of the ground floor and first floor are used for childminding. There is a rear garden for outdoor play. There is a swimming pool which is not used for childminding and is fenced off from the play area. The family has two dogs.

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Information about the setting

The childminder attends a childminding toddler group and makes use of the local children's centre. She collects children from the local schools and pre-schools.

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Information about the setting

There is currently one child on roll, who is in the early years age group and attends on four days a week. The childminder operates all year round from 8am 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:

 seek more precise information about children's family, culture, faith and prior experiences to build a more complete picture of each child on entry in order to further assist with initial planning.

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who attend

The childminder has an effective system for observing, assessing and planning for children's needs. She sensitively observes children to identify and track their progress in learning and uses these observations to plan meaningful activities and experiences that build on what children already know and can do. This helps children to make continuous and often quite rapid progress, which ultimately equips them well for school. The childminder involves parents well in supporting their children's learning. She frequently shares information with parents, both verbally and via email, and encourages parents to view and contribute to their children's learning records. She backs this up with a monthly progress report to parents that summarises children's progress and outlines their next steps in learning. However, there is scope for the childminder to seek more precise and searching information from parents about wider aspects of their family and home life in

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who attend

order to build a more complete picture of the child and to aid with initial planning.

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who attend

Children are eager to play and discover. Babies move about confidently by crawling or pulling themselves up to stand against low-level furniture as they explore their surroundings. The childminder allows children to select and explore their preferred toys to use as they wish but offers support to extend children's ideas and thinking. For example, when a baby shows an interest in a set of stacking beakers the childminder demonstrates how to build a tower while naming different colours, counting each beaker in turn and using language of size. She encourages the baby to help, giving enough time to manipulate and examine the beakers before encouraging the baby to knock the tower down. The childminder effectively varies the tone and pitch of her voice to create suspense as she says 'ready, steady, go!' before they knock down the tower. She rewards their efforts with lots of clapping and cheering and children respond enthusiastically by

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who attend

smiling broadly and mimicking the clapping action. To extend and build on the baby's continued interest in exploring the beakers, the childminder hides smaller beakers under larger ones and then introduces a shape sorter toy. Consequently, the baby remains absorbed for some considerable time and experiments with different ways to do things.

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who attend

The childminder encourages children to communicate well. She introduces the art of conversation to babies and young children as they explore an electronic toy telephone. As the child presses the buttons and listens to the electronic voice, the childminder encourages the child to speak by modelling a conversation with the child's mummy or daddy. In response, the child makes its own vocalisations and then says the word 'dada' into the telephone. Children hone their listening skills by pressing the keys of an electronic piano, pausing to listen, then repeating their actions. The childminder provides interactive books with flaps to lift or buttons to press to capture young children's interest and desire to listen and explore the spoken word. This makes sharing books together fun and appealing. As children get older she introduces them to letter sounds so that they are prepared for learning to read when they move on to school.

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

The childminder provides an effective and flexible settling-in process that allows children to gradually get used to new surroundings and people. She is particularly sensitive to any anxieties that children and their parents may have about separating, and strives to make the transition as smooth as possible by offering plenty of reassurance and consistency. This helps children to build trusting relationships and to manage any feelings of insecurity. As a result, children enjoy strong attachments with the childminder and are very comfortable in her presence. The childminder obtains information about children's personal care and daily routines in order to provide continuity between home and the childminding setting. Furthermore, there is effective on-going communication with parents to share information about any personal care needs or concerns that either party may have.

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

The childminder has a thoughtful set of house rules that are focused on positive expectations rather than negative. They are applied consistently and so help children understand how to behave respectfully. Children have plenty of opportunities to get along well with others and to share because the childminder regularly takes children to toddler groups from a young age to build their social skills and confidence. This helps prepare them emotionally for their future transfer to pre-school, nursery and school. Children benefit from regular exercise and fresh air. They use a selection of play apparatus in the garden and visit the park and other outdoor venues, such as feeding the ducks or visiting the farm. The childminder uses such outings to instil good hygiene and safety practices. For example, children know to wash their hands at appropriate times and follow consistent safety procedures when walking near roads. Older children are encouraged to

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

take some responsibility for the safety of others by ensuring that any small toys they use are put away when younger children and babies are present to reduce the risk of choking. Children's dietary needs are discussed and agreed with parents. Children help themselves to a drink of water whenever they are thirsty because drinking beakers are readily available in the play area. Consequently, they learn to make decisions about their own care needs and are well hydrated.

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provision

The childminder has developed a more rigorous system of self-evaluation since the last inspection in order to bring about improvement. She reflects thoroughly on her practice and consistently takes account of the views of children and their parents when developing new ideas or new ways of working. The childminder is very committed to extending her skills and knowledge by attending training workshops and sharing good practice with other childminders. For example, since recently completing a music workshop she has learned to be more confident when leading singing and music sessions, which she reports has a positive impact on children's enjoyment and engagement. As part of her routine review of practice, the childminder effectively monitors children's progress across all areas of the educational programme and adapts her plans as necessary to ensure there is a broad range of learning opportunities matched to their needs.

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provision

The childminder runs an efficient and professional childminding service. She has a good knowledge of the safeguarding and welfare requirements and manages all the required documentation and records well. She securely understands her responsibilities in protecting children because she updates her knowledge about safeguarding issues at regular intervals and follows procedures in line with Local Safeguarding Children Board guidance. The childminder keeps her home and garden safe by carrying out regular risk assessments to check for any hazards. Furthermore, she ensures that children cannot access parts of the garden that are used by her dogs or where the swimming pool is sited because these areas are securely fenced and locked. She supervises children closely at all times and protects them from adults whose suitability has not been vetted.

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provision

The childminder builds trusting and professional relationships with parents that help ensure that children's learning and care needs are met. She makes parents fully aware of her policies and communicates effectively to share information. The childminder works in partnership with her local children's centre by regularly accessing their services and advice. She currently has no need to work in partnership with other professionals, agencies or early years settings but has clear ideas about how she would do so in order to help support children's continuity of care and learning or in the event of needing to seek intervention or support 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 EY394064 Local authority Hertfordshire Inspection number 879200 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 1

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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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