Childminder in Hertfordshire

Inspection date

Previous inspection date 26/06/2013 09/03/2011

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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 confident to express themselves and develop their language skills. This is as a result of the attention from the childminder who listens to them and encourages them to voice their opinions and ask questions.  Children show that they are secure in the home. They make independent choices about where to play and select their own activities. Consequently, children develop good self- esteem and a positive attitude towards learning.  Children are developing good health because they have free access to the well- equipped garden and use local recreation parks for physical play each day.  The childminder understands her role and responsibility in regard to safeguarding children, therefore, they are protected. Policies and procedures shared with parents promote the good relationship.

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It is not yet outstanding because

 Children are not always given maximum opportunity to explore their thinking and extend their learning by making decisions and becoming independent as they undertake activities.  Continuity of learning is not developed to the very optimum because the sharing of information between the childminder and other settings delivering the Early Years Foundation Stage is not fully embedded.

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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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters to the inspector.  The inspector reviewed the provider's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged 16 years in a house in Hitchin, Hertfordshire. The whole of the ground floor of the childminder's home is used for childminding and there is an enclosed garden available for outside play. The family has a cat; a family member's dog is also cared for in the home on occasion.

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Information about the setting

The childminder visits local parks and recreation areas on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7.15am to 5.45pm, 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:

 help children to think of ideas and find ways to solve problems by modelling the language of thinking, and building in opportunities during activities for them to develop their increasing levels of independence

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

 extend the communication with other settings delivering the Early Years Foundation Stage where children also attend, to ensure there are regular opportunities to share information about children's learning and development to support continuity in their learning.

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who attend

Children are enthusiastic and motivated to learn because the childminder is responsive to their choices within the daily routine and planned activities. For example, children decide to have the malleable dough out to play with, after they have finished lunch, and the childminder readily supports their decision and helps them to prepare the materials. Children ask for help where needed, such as putting their apron on, and tell the childminder, 'you help me with lots of things'. They show that they are beginning to appreciate the role of others around them. The childminder uses the play to introduce new vocabulary and reinforce previous learning. For instance, she helps children to identify the animals in the moulds, such as a dolphin, and urges them to revisit colours and shapes. The childminder offers frequent praise and this fosters children's self-esteem and eagerness to learn. Children understand that their questions are valued and this means

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who attend

that they feel confident enough to question what they see. For example, when they find an imprint of a face on a flat side of dough, they ask where it came from and listen carefully to the reply from the childminder. However, her eagerness to support children in their play means that they do not always have the chance to find things out for themselves or extend their independence fully. For example, the childminder offers solutions to problems without asking children if they can think of how to resolve them, such as removing a foam roller explaining that it is too soft to roll the dough, or untangling skipping ropes for them. This means that their involvement and decision- making is not always maximised.

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who attend

The childminder understands the stages of learning and development of the children in her care because she monitors their progress through observation and assessment. She works well with parents and introduces them to the guidance document, Development matters in the Early Years Foundation Stage. She works with parents to plan activities that support learning and development, and build on achievements made at home. Planning for next steps in learning incorporates the childminder's own assessments, parents' views, and ongoing dialogue regarding any support programmes for children currently in place. As a result, all children make good progress in learning. The childminder is aware of the progress check at age two and would undertake this if she was caring for a child within that age range. The childminder reflects on her planning and evaluates her daily practice to ensure that she offers a broad range of activities to meet children's interests and reflect

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who attend

the identified next steps in learning. These actions help to ensure that all children make good progress towards the early learning goals.

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who attend

Each child is confident to communicate their own needs and preferences. They move freely between activities working both independently and inviting the childminder to join in their games. For example, they decide to cut out, and construct, a castle from pre-formed shapes in a magazine, which they had chosen previously. Children make choices and lead the play telling the childminder, 'you cut that bit and I will do this bit'. They begin to incorporate language, such as 'straight' and 'curved', talk about corners, and compare the sizes of pieces. Children show that they can plan ahead as they ask, 'how do we stick it on?' and they seek answers to questions that concern them. Later, children enjoy reading the magazine and finding games, such as mazes, inside. The childminder skilfully follows children's lead and, by reading the instructions with them, helps children to understand that literacy can be used both for stories and to carry information. She introduces children

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who attend

to their local community and builds in opportunities to explore the wider society. For example, they visit local facilities and areas of interest, and explore the wider society using a range of resources including books. The childminder provides an environment within which children have opportunities to be active, explore new experiences and practise their emergent skills. This supports their early education and each move between nursery or school classes.

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

Children feel secure with the childminder and eagerly talk about their news from home and discuss events that take place in nursery or school. The childminder works closely with parents and is fully informed about any relevant aspects that affect their care, such as a move from one class to another, or work with other support agencies. Settling-in arrangements for each child are conducted at a pace suitable for each child and family. As a result, children form good attachments. Children become familiar with new schools and teachers because they discuss them with the childminder and older children attending the settings. As a result, children approach any move to, or between, schools with confidence because they are secure and well prepared.

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

Children behave well and receive consistent and positive behaviour encouragement that helps them to consider the needs of others and develop good self-esteem. They develop independence and practise self-care skills. For example, they confidently meet their own care needs unaided and seek drinks when they are thirsty. Children demonstrate that they appreciate the role of others when they frequently thank the childminder for what she is doing and tell her, 'you do lots for me'. The childminder provides a good role model which helps children to develop good social awareness. A detailed positive behaviour management policy, shared with parents, supports the consistency for children. Children have free access to the well-equipped garden and they use the local parks and recreation areas frequently. During the summer time, children develop sports days in the garden and enjoy making, and receiving, certificates of achievement. They experiment with new skills,

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

such as skipping, and show increasing confidence in their physical control. Hence, children's good health is promoted.

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

Children are kept safe on the premises because the childminder completes risk assessments to minimise hazards. They begin to develop awareness of their own safety through regular discussions. For example, when children suggest tying a skipping rope to a chair to skip over it, the childminder helps them to consider the possible consequences of this action indoors. This helps children to understand activities that are hazardous. Children readily take part in applying sun protection cream and understand that they need to wear it to protect their skin. They practise road safety each day; when walking home from school the older children are a 'walking buddy' with a younger child. This enhances their awareness of the importance of being a good role model with regard to road safety. All children take part in the planned emergency evacuation. Consequently, they explore practical methods that help them to understand risk and their understanding of safety is

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provision

The childminder sets good standards for the quality of care that she offers. She ensures that the documentation and procedures, as required by the safeguarding and welfare requirements of the Early Years Foundation Stage, are in place. The childminder involves parents in children's learning and talks with them about activities that will promote their next steps in learning. Parents comment that the childminder is, 'very caring and diligent', and made their child feel safe and happy in a short space of time. Furthermore, that she is a, 'marvellous and fantastic childcarer'. The childminder has addressed all previously set recommendations and made improvements in those areas, which demonstrates a positive attitude towards improvement. She completes reflective practice to continue to develop the care provided; this includes an action plan which identifies areas of improvement, and associated training to aid that development. The childminder continues to adapt the

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provision

observation and assessment to better reflect how next steps for learning are included in planning. This ensures that she is able to monitor the progress made by children. Consequently, she is able to demonstrate a drive for improvement and continued good provision. The views of parents are sought through verbal exchange, questionnaires and reference letters. Children are asked each day about what activities they like and they plan for future sessions together. This means that the views of parents and children attending are incorporated into the plans for improvement. The childminder's understanding of safeguarding is robust and she ensures that children's welfare is assured. A range of procedures and policies, shared with parents, underpin her professional practice. She maintains a clear written procedure for safeguarding and makes sure that she updates her knowledge on the current procedures for safeguarding children. As a result, children are

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provision

protected and information is provided for parents, thereby supporting the partnership. The detailed risk assessments ensure that children are safe. The childminder creates a health care plan for children, where they require regular medication, and this clarity helps to ensure children's needs are met.

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provision

The childminder works closely with parents, schools and other agencies involved with children and follows any provided programmes to support children. For example, she follows guidance programmes to assist with the development of speech and language. The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is fully aware of the importance of working with other professionals where necessary. The childminder speaks with schools and nurseries that children attend to ensure that their needs are met and that they are prepared for any move that takes place therein. For example, through daily contact with other settings she can talk about events in school, and can discuss with them any forthcoming changes or welfare issues that arise. However, the links with other settings and key persons are not fully embedded to ensure that individual needs and consistency of learning are promoted

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provision

to the very optimum. The childminder demonstrates a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She implements clear methods of observation and assessment, and demonstrates a knowledge of the characteristics of learning. As a result, children make good progress. Children in this setting have a positive experience that forms a good base for continued development and well-being.

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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 149616 Local authority Hertfordshire Inspection number 921279 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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