Aurousseau, Claire Frances

Inspection date

Previous inspection date 25/07/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 make good progress in their development because the childminder plans challenging activities and offers them provision that builds on their current interests.  Children develop good self-esteem and behave very well because the childminder uses good incentives and clear methods that acknowledge their kind and caring actions towards others.  Children thrive in their health and physical development because the childminder offers free-flow play indoors and outdoors, where children explore a range of natural materials and learn to take risks in a safe environment.  The childminder uses strategies that engage all parents and extend children's learning at home. Clear assessment and planning leads to good development for children, taking into account their starting points.

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It is not yet outstanding because

 There is scope to involve children further in the preparation of activities to give them time to solve problems, and to use number, calculation and explore the concept of time. Therefore, children are not consistently making decisions about how to approach a task, solve problems, or become familiar with mathematical concepts.  Continuity of learning is not fully supported because the sharing of information between the childminder and other settings delivering the Early Years Foundation Stage is not always well 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 and children present.

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Inspection activities

 The inspector viewed the areas of the premises and courtyard 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.  The inspector reviewed the providers hardcopy self-evaluation form and file.

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Information about the setting

The childminder was registered in 2013 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 eight years, six years and five years in a house in Hitchin, Hertfordshire. The whole of the ground floor and an upstairs bedroom of the childminder's home is used for childminding. The childminder has an enclosed outdoor courtyard for outdoor play and also uses local parks regularly.

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Information about the setting

There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder attends social and activity groups on a regular basis. She collects children from the local schools and pre-schools. 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:

 extend the planned activities to fully support children to begin to solve problems. Use everyday language within activities to maximise opportunities to use simple mathematics and number, such as learning about time and simple calculation

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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 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 plans and provides accessible resources for them that build on their current interests and links these to adult-led activities. For example, she skilfully builds on young children's enthusiasm for dinosaurs by providing model dinosaurs of all sizes, story books, dinosaurs in the sand outdoors, and an activity to bake dinosaur biscuits. The childminder seizes the opportunity to start the planned activity when children show their enthusiasm to begin. She encourages them to explore new language and vocabulary, and uses skilful questioning to help them to think about what they are doing and learning. For instance, children talk about how cold the pre-prepared dough feels. They describe themselves squashing and squeezing it, and they talk about who can use the smaller, or bigger, rolling pin to roll out the dough. Younger babies enjoy the tactile experience as they poke the dough or swish

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who attend

their hands and arms through the flour on the table. They babble repeatedly and their language is encouraged because the childminder repeats words and offers them consistent praise as they talk. The childminder uses such activities to support sharing and turn taking, such as when stirring the bowl of icing, and she offers praise consistently. This praise and reinforcement fosters children's self-esteem and eagerness to learn. The childminder supports children to use simple numbers, such as counting how many raisins their dinosaur will need for eyes. However, she does not always maximise the opportunity to introduce calculation, including timing the cooking period, with them. Children eagerly explore letters and sounds. For example, the childminder asks them to think about the initial letter of their name before she marks each biscuit to identify who made each one before they are cooked. However, her eagerness to support children in their play means

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who attend

that they do not always have the chance to find things out, or complete tasks, for themselves. For example, she prepares the activity and carries out some tasks herself, such as pouring the icing sugar into a bowl and measuring ingredients, rather than inviting the children to make choices and carry out the tasks themselves. This means that their involvement and decision making is not always maximised.

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who attend

The childminder introduces children to their local community because they make regular excursions to local groups and venues. Many resources and activities are used to promote children's interest in the wider society. For example, they explore music and art activities from around the world. All children love music and sing along to popular rhymes that are played. Younger babies show their enjoyment as they sway to familiar songs, use musical instruments, and make sounds in time to the music. Books and stories are enjoyed throughout the day and children choose their favourites to sit with, or ask the childminder to read to them. They join in with familiar rhymes, showing good awareness of rhyming words and an enjoyment of literacy. Children begin to solve some simple problems, such as building train tracks, because the childminder urges them to think through what they need to make the pieces join together. As a result, children achieve their aims and

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who attend

The childminder demonstrates a good understanding of the Statutory framework for the Early Years Foundation Stage and has established detailed observation and assessment systems. She knows the stages of learning and development of the children in her care and monitors children's progression closely. Personal development files are shared frequently with parents and daily achievements are recorded in a communication book, or exchanged verbally as requested by parents. Parents play a full part in the learning and development of children because they complete 'parent voice' sheets to add to the planning for their children's next steps in their learning. This means that learning for children is consistent because of the very good sharing of information. As a result of the observation and assessment, and the steps taken to involve parents in the planned learning, children make good progress. The childminder is aware of the 'progress check at

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who attend

age two' and plans to introduce this at the appropriate time. She provides an environment in which children have good opportunities to explore and learn actively. This lays the foundations for children's future learning and transfers to other settings.

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

Children demonstrate good attachment to the childminder, and her children, and involve her in their play. She is attentive and offers children appropriate support and independence in their care needs. For example, younger babies are helped to wash and dry their hands, while older toddlers tell the childminder, 'I need to wash my hands' after handling the baking dough. As a result, children develop good self-esteem and learn to meet their own needs through regular daily routines. The childminder ensures that she works closely with parents in order to meet children's care needs. For instance, they are introduced to the setting slowly, which encourages them to feel secure. Parents comment that it is, 'very reassuring that (the childminder) has such a good insight into the children' and that, 'her calmness helped (child) to settle perfectly into the childcare setting'. As a result of these methods children form good bonds with the childminder. Children decide

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

when they are hungry; the timing for snacks and lunch is planned to meet that choice. They make free choices from the broad range of play materials that are accessible to them. As a result of these steps, children, from an early age, are prepared for school or a move to another setting.

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

The childminder uses positive initiatives that help children to understand their own behaviour. As a result, children learn to think about how they affect others. For example, she introduces children to a 'wow wall', where stars are added to record caring or helpful acts which they carry out. Children also enjoy using personal reward charts to record when they are praised. Parents comment that, 'these act as a great incentive to children, children are excited about the wow wall'. As a result of these methods, and the consistent positive attention shown by the childminder, children show kindness towards each other frequently and need few reminders to share or take turns. As a result, they are prepared for any move onto school where they work in a larger social group. Children are very well nourished. The childminder works closely with parents to ensure that she is providing a balanced diet that promotes health. Children are physically active. They move freely

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

between indoors and the outside courtyard, and they use the local parks frequently for large physical games. The childminder offers a broad range of outdoor activities in her planning. Hence, children's good health is well-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, and on outings, because the childminder devises and completes comprehensive assessments of risk. Younger children follow safe road crossing procedures each day when in the community. The childminder offers consistent reminders to them to play safely and is vigilant in observing their exploratory play, such as with the sand or when they are seated at the table, to ensure their safety. This helps them to begin to learn about potential risks to themselves and enhances their awareness of personal safety. Children follow simple safety routines, such as wearing shoes when outdoors to protect their feet, to help them to understand about keeping safe. Children practise emergency evacuation regularly because the childminder makes sure that she carries out her procedure with them. This helps her to continually reassess the procedures according to the children's increasing physical abilities. As a result, children are safe.

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provision

The childminder sets good standards for the quality of care that she offers. All documentation and procedures, as required by the Statutory framework for the Early Years Foundation Stage, are in place. The childminder shares a large range of policies with parents to underpin the professional relationship. Parents are fully involved in the day-to- day care of their children and value the methods of communication open to them by the childminder. They comment that they are, 'extremely happy with the level of communication'. Although, only recently registered, the childminder completes effective reflective practice to continue to develop the care provided. She uses purposeful questionnaires with parents to seek their views and help her to plan for improvement in her practice. Parents comment that their, 'childcare needs are met to the highest standard'. The childminder continues to broaden her knowledge by seeking and

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provision

completing training. Consequently, she can demonstrate a drive for improvement and continued good provision.

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provision

The childminder has a robust understanding of safeguarding and she ensures that children's welfare is assured. A clear written procedure for safeguarding is shared with parents and displayed prominently for them to view. This identifies the importance that the childminder places on her role. The policy for safeguarding includes the procedure for allegations against the childminder or other persons in the home. The use of mobile telephones and cameras is not permitted in the setting. The childminder implements thorough procedures that protect children when they are away from the home and uses detailed risk assessments. As a result, children are safe both within, and outside of, the home.

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provision

The childminder is fully aware of the importance of working with other professionals where necessary. The childminder speaks with some other professionals, such as childminders that care for children, to ensure there is consistency in learning. She receives information from some parents regarding children's time at other settings that helps to inform her own planning for children's next steps in learning. However, the links with all other settings and key persons are not fully developed to ensure that individual needs and consistency of learning are always well promoted. Observation and assessment development files are shared with parents. The childminder demonstrates a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She demonstrates a clear knowledge of the characteristics of learning. As a result, children make good progress. These clear links

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provision

ensure that consistency of learning is promoted. Children in this setting have a very positive experience that forms a good base for continued well-being, 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 EY456265 Local authority Hertfordshire Inspection number 904057 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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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