Childminder in Hertfordshire

Inspection date

Previous inspection date 10/07/2013 13/11/2008

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early years provision

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

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This provision is good

 Children are very happy and content in the childminder's care. She has a good understanding of how children learn through play and provides a range of good quality resources. This enables children to make independent choices about their play.  Children are confident, keen and active learners. They show good social skills and are making good progress in all areas of learning. Activities and routines are adapted to meet the needs of the young children cared for.  The childminder maintains comprehensive documents and policies to ensure the well- being of the children and for the smooth running of her service. She has good links with families and local support services in the community.

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It is not yet outstanding because

 There is scope for the childminder to ensure planning for the next steps in the children's learning is more precisely linked to their expected level of development and identifies ways of building on their current achievements.  The views of parents and children are not always used to the best effect in strengthening the drive for improvement and in focusing on how to even further raise children's level of progress.

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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 talked to the children; she watched them have their lunch and play in the lounge and garden.

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Inspection activities

 The inspector talked to the childminder about her routines and how she plans for the children's developing skills.

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Inspection activities

 The inspector looked at a selection of documents relating to the well-being of the children and the smooth running of the setting.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, 11-year-old child and two adult children in Redbourn, near St Albans in Hertfordshire The whole of the property is used for childminding but children do not generally access upstairs as there is a downstairs cloakroom. There is an enclosed garden for outside play. The family has a tank of fish.

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Information about the setting

There are currently five children on roll in the early years age group, who attend for a variety of part-time sessions through the week. The childminder provides term time care only from 7am to 6pm, Monday to Friday. She provides out of school care for siblings of the younger children cared for. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 improve the link between assessment and planning, so that these are more precisely used to shape learning experiences, which help children achieve their individual next steps in developmental progress

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

 enhance the self-evaluation process by more effectively including the views of parents and children, in order to further support continuous improvement.

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who attend

The childminder has established good routines that meet the developing needs of the children, who are cared for part-time through the week. She finds out about the children's likes and interests as they come into her care by talking to parents and completing an 'All about me' profile. This is updated on a regular basis, so the childminder is fully aware of children's changing interests and learning needs. Monthly observations and assessments, based on the seven areas of learning and relevant guidance documents, are shared with parents on a regular basis. This information is used as the basis for the progress check at age two years. The childminder has established a flexible planning format, this enables her to provide activities and events that are linked to the children's interests. However, planning for the next steps in the children's learning is sometimes rather broad and does not always identify precise ways of promoting their individual skills based upon their

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who attend

The childminder uses themes based upon children's enjoyment of activities in other groups, such as at the local children's centre. For example, the theme of transport is linked into everyday routines and planned activities. Children enjoy setting out and playing with a track. The childminder supports and extends the children's language by linking their play with previous experiences. She talks about family cars and demonstrates how people sit in the vehicles. Young children's language is extended as the childminder asks them how they are going to set out the track and about the different people and animals. Children copy activities taken from articles and on-line ideas, which extend their understanding of more technical topics. They choose to make a boat and paint plastic tubs, add a weight to the base and make sails. They refer to the pictures in the resource file to make sure they have copied the plan correctly. As a result, children are learning to

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who attend

make decisions about how to approach a task and develop a sense of pride then they test their completed boats in the water play tray.

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who attend

The garden provides children with space to run around and a well-resourced playhouse extends children's imaginative play ideas. Children are very capable in putting the dolls into the pram, adjusting the rain cover and walking them around the garden. They become very involved and focus on specific tasks. Children clearly enjoy using the trampoline, they show off their bouncing skills with great delight. Their safety is high priority to the childminder, who stands alongside them, explaining how to get off safely. Young children's physical skills and stamina are developing well. Children enjoy having a go at new activities and are beginning to choose how and what they like to do. The childminder promotes children's self-esteem to a very high level. She ensures children take part in activities that give them the skills to move onto pre-school and nursery with confidence.

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

Children have developed strong bonds with the childminder, her children and other children cared for. At home time, they excitedly tell their parents and carers about their experience of walking home from school and proudly show them the fir cones they found. Children have a very good understanding of the routines and they show a strong sense of security. Young children can name the children they are going to collect at school, they express themselves well and suggest leaving the toys out for the older children to play with. There is a close relationship with parents and extended families. Children bring in photograph albums showing important people in their lives, this enables the childminder to draw on their personal life skills and to reflect on their experiences and backgrounds. If children need additional support, the childminder works with parents to ensure individual needs are met to a very high level.

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

Meal and snack times are a social and well-managed time for all children. The childminder supports their understanding of a healthy lifestyle by talking about food that makes the children grow. She talks to them about the content of their lunch packs, asking them about their favourite food. Children eat well, they can unwrap small cheese portions; the childminder gives appropriate support but the children are very determined and manage on their own. They also learn the importance of fresh air and physical exercise as part of maintaining a healthy lifestyle. Children are confident in their own personal care skills, their independence is supported as they use the cloakroom. The childminder offers assistance when needed. Records are kept about the children's time at the childminder's home, so parents are kept well informed about their daily routines.

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

Children behave well at the lunch table as the childminder has a consistent approach to good manners. They wait to be served, they are involved in decisions about what they would like to eat. The childminder supports children's personal and social skills to a very good level through well-managed everyday routines. Children are asked to help to tidy up and put away toys they have finished playing with.

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

Outings to play and toddler groups are an important aspect of the weekly routine. All children learn about road safety when out in the community. They are beginning to be aware of how their actions impact on the other children, especially when playing on swings and slides. The childminder develops children's personal and social skills to a high level with a wide variety of life experiences. This ensures children have confidence to be willing to have a go and to explore and take part in new experiences.

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provision

The childminder is well organised, she has effective policies and procedures for the smooth running of the setting and to monitor and manage the safety and well-being of all children. She monitors the activities she provides to ensure children receive a balanced range of learning experiences to support their ongoing progress. Children are cared for in a safe environment. The childminder has a good understanding of safeguarding issues as she has consistently updated her safeguarding training. She uses the Local Safeguarding Children Board leaflets and posters to keep parents informed about her commitment to children's welfare. Effective risk assessments enable the childminder to monitor the children's safety in the home and on outings. She takes an emergency pack out with her to ensure she can react appropriately to any incidents or accidents.

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provision

The childminder is aware of the support services and training opportunities provided by the local children's centre and early years development team. She is involved in the childminder network run by the children's centre and has a wealth of experience having consistently updated her skills with regular training. The childminder has developed good links with other early years settings. She takes children to sports days and school assemblies to support their transition and is involved in their continued learning at other settings.

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provision

The childminder has established good relationships with parents. She shares information about the children's personal care needs on a daily basis. The childminder informed parents about the inspection process, they provided letters that reflect a very high level of satisfaction with the care, play opportunities and the flexible service she provides. The views of parents and children are sought on a regular basis with the use of a questionnaire. However, the information gained from this detail is not always used to best effect within the overall evaluation process to enable the childminder to consistently focus on promoting children progress to the highest level. The childminder strives to improve the service she provides and has identified areas of her practice, which work well and areas to be developed and improved.

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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 EY375664 Local authority Hertfordshire Inspection number 873799 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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