Childminder in Hertfordshire

Inspection date

Previous inspection date 10/07/2013 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 are extremely well motivated and make rapid developments in their learning because the childminder ensures that the development of their communication and language is his primary focus. As a result, their speaking and listening skills are highly promoted.  Children benefit from the excellent relationship between the childminder and co- childminder, who are significantly quick to identify areas of development, through self- evaluation to consistently improve their already exceptional practice.  Children are significantly protected as they learn about keeping themselves and others safe and they benefit from highly effective opportunities to develop a healthy lifestyle.  Children are forming fantastic bonds and attachments with their peers and relationships with the childminder and co-childminder are excellent. Children demonstrate significant feelings of security and are enthusiastic as they join in with an outstanding range of

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This provision is outstanding

rich and varied experiences.  Partnerships with parents and other providers, delivering the Early Years Foundation Stage, are excellent. Information is constantly shared to ensure that children are effectively supported in their move to school. As a result, children's learning, development and continuity of care are consistently promoted.

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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 looked at a range of written documentation, including policies, procedures and photographic learning journals of children taking part in a wide range of activities.

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Inspection activities

 The inspector carried out a joint observation with the childminder and the co- childminder.

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Inspection activities

 The inspector spoke with the childminder, co-childminder, a grandparent and children at appropriate times throughout the inspection.  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 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also a childminder, in a house in Hatfield, Hertfordshire and they work 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 he 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 providing some documentation in their home language.

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who attend

The childminder demonstrates an excellent awareness and understanding of the Statutory framework for the Early Years Foundation Stage. He works enthusiastically on a daily basis with his co-childminder, to ensure that children's care and learning are consistently well promoted. Regular observations are carried out enabling the childminder to skilfully extend children's learning and development, taking into account the next steps in their learning. A wide range of wonderful activities and opportunities are planned to ensure that children are effectively and consistently challenged, to encourage their learning further. For example, as children create with the track and rail resources, the childminder skilfully questions them to encourage further thinking. He asks about what the trains are turning around on and as children reply with 'a circle' he praises them excellently, before explaining the use of the 'turntable'. As a result, children's communication and language is

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who attend

highly encouraged and they learn a wide range of new words and meanings on a regular basis. Children are highly motivated by the childminder and his co-childminder because they enthusiastically join in with children's play. Their speech and language skills are excellently promoted because the childminder makes this focus his priority and speaks to children in a clear and consistent manner. He fully encourages their exemplary listening skills by ensuring that they have time to talk and he effectively supports them as they listen to each other. For example, as children play and create their own story with the trains, he ensures that they have the opportunity to add their individual ideas and suggestions, while other children listen intently. Children's early language development, including those who speak English as an additional language, is outstanding because the childminder fully involves himself in their play. Activities and experiences are planned to inspire their speech

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who attend

and language skills and children are progressing exceptionally well. For example, some children at the setting have English as an additional language and, through consistent opportunities to develop their knowledge and understanding of the English language, children have a very comprehensive range of words. They are clearly able to initiate conversations with children and adults and express themselves confidently. Furthermore, their personal, social and emotional development is excellent.

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who attend

Children are developing exceptionally well across the prime and specific areas of learning because they are hugely encouraged and very well supported by the childminder. He demonstrates a clear and genuine enjoyment of his role as he interacts with children's play. For example, he supports and joins in with children as they create a range of sounds for the emergency services in their play, which encourages their laughter. Children's physical skills are widely promoted because they have excellent access to a range of static and moving resources because the childminder ensures that children can access resources outside as well as inside. As a result, children have fantastic opportunities available to them.

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who attend

The childminder's relationships with parents are excellent. He, and his co-childminder, works closely with parents to promote consistent settling-in procedures, where parents are fully encouraged to share what they know about their children. The childminder shares significant information with parents on a daily basis, along with regular updates and additional electronic communication, with regard to their progress and achievements, is highly promoted. As a result, parents are exceptionally well supported and fully engaged in their children's learning. Furthermore, the childminder is effectively supported in meeting the children's individual needs, including those with special educational needs and/or disabilities and specific care plans. The childminder skilfully supports children in preparing for their next stage of learning at pre-school or primary school by promoting their independence. This means that children are expertly encouraged to try everything

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who attend

themselves first before support is offered. As a result, their readiness for school is well 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

Relationships between children and their peers are excellent. Effective bonds and attachments are highly promoted because the childminder encourages friendships through the planning of team activities and games. Children spend their time purposely and are very happy and secure in this very friendly environment. The childminder and co- childminder share joint responsibility for all children in their care. As a result, effective relationships are promoted and children build excellent relationships with them both. This extends to the families, who have also made wonderful relationships with the childminder and his co-childminder. Consequently, children's care and well-being is consistently promoted by all involved. Children demonstrate an excellent understanding of good behaviour and show exceptional care and kindness to each other because the childminder and co-childminder's management of behaviour is outstanding. There are written policies

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

and procedures, which explain the positive ways in which good behaviour is promoted and these are shared effectively with parents. As a result, children are provided with a significantly consistent approach to behaviour management. Children's personal, social and emotional development is extremely well promoted because the childminder constantly praises them, helping them to feel very good about themselves. For example, children are told 'how very clever' they are and how 'fantastic' their ideas are.

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

Significant settling-in procedures, which includes excellent partnership working, results in children being exceptionally well prepared for their move from home to the childminder's home or when moving on to primary school. Additionally, the childminder supports children further by ensuring that they have outstanding opportunities to attend school assemblies and plays, while watching and supporting other minded children. As a result, they are extremely well equipped for moving on. Their independence is extremely promoted as they are constantly encouraged to do things for themselves, including very good opportunities to make choices about their play. Resources are stored effectively to ensure that all children can independently access these, including the outside resources. As a result, child-initiated activities enhance all aspects of the children's learning and development. The childminder's co-childminder provides a range of exceptionally well-

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

prepared fresh meals and snacks for children to enjoy and together, they encourage children with their understanding of healthy lifestyles. Children take part in inspiring opportunities to learn about how food grows as they enjoy planting seeds in the garden, for which they are encouraged to take responsibility. Their understanding is further enhanced as they regularly visit the local supermarket with the childminder and discussion is centred on the healthy foods they purchase and, consequently, eat.

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

Children have excellent opportunities to enjoy fresh air and exercise as they take part in a range of opportunities both inside and outdoors. They enthusiastically join in with imaginative games outside, which they make up themselves, promoting regular exercise and very good health. In addition to this, children regularly enjoy woodland walks with the childminder and his two dogs. During these walks, children learn about things around them and take part in activities, which promote their overall learning. For example, their physical development is promoted as they enjoy bark rubbing as well as promoting their sense of smell as they learn about the flowers in the wood. Children's safety and their understanding of risks are exceptionally well promoted because they learn about keeping themselves safe while in or out of the home. For example, they take part in regular school crossing patrols on their daily walks to school and know that they must not run ahead of

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

the childminder where he cannot see them. Consequently, children's safety and their understanding of risks are highly encouraged.

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provision

The childminder has an extremely effective understanding and awareness of how to safeguard and protect children in his care. Written policies and procedures are reviewed regularly and these are shared with parents to promote an extremely safe environment where children's safety is given the utmost priority for the childminder and his co- childminder. Robust safeguarding and welfare procedures ensure that children's needs, including those with special educational needs and/or disabilities, are highly promoted. For example, the childminder and co-childminder have created individual care plans for children to ensure that they work together, with parents, to promote children's excellent overall well-being. Furthermore, the childminder enhances his understanding of effective safeguarding procedures through regular research and subsequent updating of his knowledge through the internet. As a result, children are exceptionally well protected.

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provision

Partnerships with other providers delivering the Early Years Foundation Stage are fantastic because the childminder communicates with all settings, including the schools attended by older children in his care. The childminder works with other agencies where required to meet the needs of children with special educational needs and/or disabilities. He ensures that relationships promote children's overall care and well-being exceptionally well. Consequently, the continuity of care received by children and their families is significantly enhanced. The partnership, which parents have with the childminder, is exemplary and parents speak very highly of him and his co-childminder. The many families cared for have become good friends and children build excellent, long-lasting relationships, which supports their health and well-being. However, there is scope to enhance the already superb support given to families by providing some documentation in the home language

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provision

of those who speak English as an additional language.

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provision

The childminder and his co-childminder work extremely well together and demonstrate a genuine passion for their roles and responsibilities in promoting children's learning and development. They monitor and evaluate their setting precisely to ensure that areas for improvement are rapidly improved and effective risk assessments are skilfully completed to ensure that all children are cared for in a safe and secure environment. The childminder has an excellent understanding of the learning and development requirements and the next steps in children's learning are planned significantly well. He knows the children in his care extremely well and he monitors the quality of teaching, planning and assessing to challenge and develop their learning and development. Self-evaluation is excellent because the childminder demonstrates a brilliant understanding of the importance of continuous improvement. Activities and experiences are expertly evaluated to ensure that

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provision

teaching highly motivates children. Furthermore, the childminder incorporates the views of parents and children through discussions and questionnaires, to support his excellent approach to children's well-being, care and learning.

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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 EY223233 Local authority Hertfordshire Inspection number 872485 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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