Adams Zoe

Inspection date

Previous inspection date 09/07/2013 11/12/2008

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children form excellent friendships with their peers and very strong bonds and attachments with the childminder and her co-minder. Children are relaxed, eager to join in and show increasingly high levels of self-confidence as they enjoy an outstanding range of rich and varied experiences.  Children's communication and language development is excellent. Their home and second languages are extremely well encouraged because the childminder consistently speaks to them and encourages their words through repetition and opportunities to share their thinking. As a result, their speaking and listening skills are highly promoted.  Partnerships with parents and other providers delivering the Statutory framework for the Early Years Foundation Stage, are very strong. Information sharing is outstanding and regular discussions ensure that children are fully supported in their move to school. As a result, children's learning and development is consistently promoted.

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This provision is outstanding

 The childminder and co-minder are highly motivated and their effective self-evaluation enables them to quickly identify and consistently improve their already first-rate practice.  Children's safety is promoted because the childminder understands the importance of risk assessing and she has a secure understanding of her role and responsibility in safeguarding children. Consequently, the safeguarding and welfare requirements are very well met.

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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 spoke with the childminder, co-minder, grandparent and children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder and co-minder.

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Inspection activities

 The inspector looked at a selection of policies, procedures and the photographic learning journals of children enjoying a range of different activities.  The inspector observed activities in the downstairs rooms and the outside area.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband who is also a childminder, in a house in Hatfield, Hertfordshire, and they work closely together on a daily basis. The whole of the childminder's home and the rear garden are used for childminding and the family has two dogs.

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Information about the setting

The childminder visits the shops and park on a regular basis and she collects children from the local schools and pre-schools. The childminder supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities.

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Information about the setting

There are currently five children, on roll in the early years age group and 10 school aged children, all of whom are cared for on a part time basis. The childminder operates 48 weeks of the year from 7am to 6pm, Monday to Friday, except bank holidays and family holidays and provides overnight care for two children.

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

 enhance further the very good support given to families for whom English is an additional language by, for example, providing some documentation in their home language.

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who attend

The childminder demonstrates an excellent knowledge and understanding of the Statutory framework for the Early Years Foundation Stage. She works consistently well with her co- minder to ensure that children are provided with an excellent range of activities and experiences. She pays close attention to children's learning and development and skilfully questions them as they play. For example, while children build a town with vehicles, buildings and tracks the childminder encourages them to explain the differences they see between the trains. This encourages their thinking further, extends their learning and they clearly enjoy the childminder's interaction as they happily highlight other differences they find.

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who attend

Children are motivated learners because they are extremely well-supported by the childminder and her co-minder. Children's language development, including that of those who speak English as an additional language, is excellent because the childminder fully engages with the children. Activities and experiences are planned to encourage their speech and language and children progress extremely well. For example, children with no spoken English on arrival now have a very broad range of the language, they initiate conversations, ask questions and express themselves very clearly.

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who attend

The childminder and co-minder regularly observe children in their care, they plan an exciting and wide range of activities and experiences, which are extremely challenging and very enjoyable. The childminder demonstrates a genuine enjoyment of her role and children are developing well in the prime and specific areas of learning. The childminder's observations and assessments clearly demonstrate this. The childminder and co-minder effectively plan for their next steps of learning and as a result, children are making outstanding progress. Children's personal, social and emotional development is significantly promoted because the childminder uses every opportunity to motivate, praise and encourage them. Their problem solving skills are congratulated and they are praised effectively. For example, they are quick to explain why a piece of track does not lay flat on the ground, because it is a bridge and as the childminder praises them they smile happily,

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who attend

demonstrating high levels of self-confidence. Opportunities to develop their physical skills are excellent because children choose from a huge range of activities both inside and out and their learning is highly motivated through spontaneous opportunities. For example, children learn about the effects of magnets while outside, as the childminder explains clearly about the magnetic components between two trains. Additionally, their speech and language is actively encouraged as they develop their vocabulary with new words, such as 'dragging' and 'tugging'.

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who attend

The childminder has developed excellent relationships with parents, which starts with strong settling-in procedures, to ensure that children and parents are happy. Immediately parents are significantly encouraged to engage with their children's learning through discussion, regular visits and information sharing. The childminder and co-minder work closely together to ensure that parents are able to actively contribute to their children's learning, which begins with sharing all that they know about their children. This strongly supports the childminder in meeting the children's individual needs, including for those with special educational needs and individual care plans. The childminder effectively supports children in preparing for their next stage of learning at pre-school or primary school by encouraging their independence with tasks, such as caring for the growing patch in the garden. Additionally, children's understanding through the introduction of letters

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who attend

and sounds is excellent. As a result, their readiness for school is promoted and they are working securely within the typical range of development expected for their age.

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

Children are forming significant bonds and attachments with the childminder and co- minder and relationships with their peers are very strong. Children are enthusiastic, happy and extremely settled in the very warm and welcoming environment. The childminder and co-minder take equal responsibility for all children in their care and this ensures that children build excellent relationships with them both. This extends to the families who have also built exceptional relationships with the childminder and her co-minder. Consequently, children's care and well-being is consistently promoted by all involved. Children's behaviour is exemplary, they demonstrate a genuine and inspirational kindness towards each other. For example, as one child struggles to fit two items together another child quickly notices and says 'I will help you'. The kindness shown towards each other is very natural and highly applauded by the childminder, who promotes children's confidence

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

through the regular and very specific praise she gives. Excellent settling-in procedures result in children being fully prepared for their move from home to childminder's or when moving on to primary school.

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

Children are developing an exceptional understanding of the importance of a healthy lifestyle as they enthusiastically learn about growing and caring for a range of fruit and vegetables and their understanding of healthy foods is well-promoted. They are given a range of superb food choices and their independence is promoted as they take care of their self-care routines and help themselves to their own drinks throughout the day. The childminder provides an interesting and enjoyable range of home cooked food and children's social skills are highly promoted as they sit together at meal times, sharing stories about their day. Children have fantastic opportunities to enjoy fresh air and exercise as they take part in a range of outside activities. For example, they visit the local parks and enjoy regular outings with the childminder's dogs as they go walking and learning about nature in the local community. Additionally, during these outings children

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

learn about their own safety as they cross roads and meet other people out walking dogs. The childminder is highly skilled at enhancing children's learning and they talk about significant events, such as stranger danger and road safety during their outings. Furthermore, children's understanding of road safety is significantly enhanced as the local road safety patrol visit the childminder's home. Children take part in road crossing games at home, they dress up in the crossing patrol outfits and learn about the importance of traffic lights and the stop sign. As a result, children's safety and their understanding of risks is exceptional.

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

Children display outstanding levels of interest when involved in well-planned or spontaneous activities. Their imaginations are extensively promoted as they use a range of resources such as dolls, clothes, washing and drying equipment. They lead their own play as they create their own games, which the childminder joins in with enthusiastically, and their learning is strongly encouraged. For example, the childminder uses opportunities to question the children's thinking as she asks 'what do you need to do if the dolls clothes are dirty?', 'do you think it will fit the doll?', or 'is it too big or too small?'. As a result, children's imaginations are very well promoted. Children's independence is further enhanced as they are able to access a huge range of quality resources from the very well- equipped and child-friendly play room where resources are clearly labelled with the word and picture, supporting all children's level of understanding and independence.

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provision

The childminder has an excellent knowledge and understanding of how to promote the protection and safeguarding of the children in her care. She understands the safeguarding and welfare requirements in order to successfully protect children. She has exceptionally robust safeguarding and welfare procedures in place to help ensure that children are consistently protected. For example, no adult on the premises is ever left alone with children and security passwords are used in the event of a different to usual adult collecting a child. Additionally, during the recent hot weather the utmost priority is given to keeping the children safe playing in the garden by ensuring that they have hats, fresh drinking water and regular applications of sun screen applied. Written policies and procedures are consistently reviewed and shared with parents to promote an exceptionally safe setting. Additional safeguarding training and internet researching is completed to

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provision

ensure that the childminder and her co-minder are always updated with changes to legislation. As a result, children are exceedingly well protected.

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provision

Partnerships with other providers delivering the Statutory Framework for the Early Years Foundation Stage are wonderful because the childminder communicates with all settings, including the schools attended by children in her care. Information is shared with the childminder and her co-minder and then shared again with parents, where required. As a result, parents are kept fully informed and the continuity of care is significantly enhanced for all children. Partnerships with parents are fantastic because the childminder and her co-minder ensure that parents have excellent opportunities to discuss their children's individual needs. Regular opportunities outside of minding hours enable parents to share information and work together successfully to enhance children's learning and development. Although there is scope to enhance the already superb support given to families by, for example, providing some documentation in the home language of those

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provision

with English as an additional language. The views of parents and children are consistently encouraged, through daily discussions and questionnaires, to support the childminder's motivational approach to her setting. Parents and grandparents speak highly of the childminder and her co-minder and relationships covering many years, significantly enhance and fully promote partnership working.

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provision

The childminder and co-minder work exceptionally well together and demonstrate a genuine enthusiasm for their roles and responsibilities in promoting children's learning and development. They meticulously monitor and evaluate their setting to ensure that areas for improvement are quickly improved, and risk assessments are expertly completed to help ensure that children remain safe at all times. The childminder has a superb understanding of the learning and development requirements and plans exceptionally well for the next steps in children's learning. She knows the children in her care exceptionally well and she is obviously monitoring her role in planning and assessing to effectively challenge and develop their learning and development.

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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 129119 Local authority Hertfordshire Inspection number 870976 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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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