Childminder in Hertfordshire

Inspection date

Previous inspection date 30/07/2013 Not Applicable

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Resources are attractively stored encouraging the children to build their independence and sense of choice.  The childminder establishes warm and trusting relationships with children, so children have a sense of security and belonging.  The childminder has an effective understanding of safeguarding children. He ensures that children's welfare is prioritised and that hazards are minimised.

p.1

It is not yet good because

 Information regarding children's previous learning and starting points from parents is not always used effectively to ensure accurate assessment and monitoring of children's progress.  Children are not always encouraged to have a 'can do' attitude as the childminder sometimes takes over or directs their play.  Children's learning is not fully supported as parents are not consistently encouraged to share information about their children's development at home. Similarly, partnerships with other early years settings attended by the children are not effectively established to fully support children's learning and progress.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in main room.

p.2

Inspection activities

 The inspector looked at a selection of policies, procedures and photographs of children joining in with different activities.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

p.2

Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives in a house in Tring, Hertfordshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has no pets.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. He visits the shops and park on a regular basis. He collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. He is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 develop more effective ways to use information from parents about children's starting points in order to make assessments more robust and to fully support children to make the best progress in the prime and specific areas of learning

p.4

must:

 improve the partnership with parents by improving the ongoing dialogue or sharing of regular two-way observations on learning with parents and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward so that parents can more effectively share in their child's learning at home

p.4

must:

 develop further the arrangements for partnership working and sharing information with other settings that children attend, in order to fully support and complement children's learning and development.

p.4

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

 encourage children to have more of a 'can do' attitude by helping them as needed to do what they are trying to do, without sometimes taking over or directing their play

p.4

who attend

The childminder has a positive understanding about how children learn and develop and has a suitable knowledge of the prime and specific areas of learning. He provides a range of adult-led and child-initiated activities that soundly stimulate the children's interest and prepares them for their future learning. For example, children develop their understanding of the natural world as they make a spider from polystyrene and pipe cleaners. The childminder soundly extends children's number skills by asking them to think about how many legs a spider has. He also encourages children's use of expressive art and design by providing a range of different materials for them to use to decorate their spider. They enjoy using the glue to stick on the spider's two eyes and discuss the colours of the pom- poms they choose to also stick on. The childminder then asks the children if they know any songs about spiders. The children use their recall skills as they start to sing 'Incey

p.4

who attend

wincey spider' and the childminder offers sensitive support when they forget some of the words.

p.4

who attend

The childminder knows the children reasonably well. There is, however, currently too little account taken of what children can already do and their starting points. Therefore this information is occasionally not effectively used to plan for children's further progress. All children have a learning journey in which the childminder uses photographs and observations of them participating in the activities to suitably demonstrate their learning. Children's next steps are then incorporated into the childminder's plans for progress. For example, when children count the steps on the slide, the childminder notices this and incorporates other counting opportunities into the routine. As a result, children make satisfactory progress in their learning.

p.4

who attend

The range of resources provided are attractively labelled and stored encouraging the children to build their independence and sense of choice. They freely select, for example, the musical instruments to explore and enjoy making different sounds as they blow on the trumpet. When they decide to play with the 'big builder' blocks they know to clear away the instruments and to make a clear space for the 'large cars' that they have decided to make. However, because the childminder sometimes over directs children's play they are not consistently encouraged to have a 'can do' attitude. For example, although the children are asked what they need for their cars, the childminder automatically screws on the wheels unintentionally limiting the children's time to think about the process and their design. The children do, however, extend their physical skills as they use the nuts and bolts to fasten the handles onto their cars and are praised by the childminder when they

p.5

who attend

The childminder builds positive partnerships with the parents. He verbally exchanges a range of information with them about their children's day to day activities and invites them to look at and comment on their children's learning journey. However, children's learning is not fully supported as parents are not consistently encouraged to share information about their children's development at home. Therefore, this information cannot be used to consolidate children's learning or to plan for their future progress.

p.5

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

Children are actively learning about a healthy lifestyle and the enjoyment of physical exercise. Posters displayed in the bathroom act as sensitive reminders about hand washing and snacks provided by the childminder are nutritious. Children are also learning how things grow and where food comes as they help nurture sun flowers and strawberries in the childminder's garden. Regular visits to the soft play centre and the park encourages children's physical abilities and using the sand and water tray in the garden helps the younger children enhance their pouring and building skills. Children are learning about their own safety as they are soundly supported by the childminder not to, for example, climb on the wall in the garden in case they fall and hurt themselves. They also regularly take part in the fire evacuation procedures ensuring that they are aware of what to do in an emergency.

p.5

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

Children are happy at the childminder's and bond well with him. This helps the children feel secure and settled in their relationship with the childminder and with their friends. For example, they gladly greet each other on arrival and are encouraged to say 'Goodbye' when some go home before the others. The childminder forms trusting partnerships with parents and ensures that all are confident in the placement from the start. For example, flexible settling-in visits help the children become familiar with the environment and the routines. Following a recent house move, the childminder invites the parents and children to call round to see the new premises before the children start back. This helps the children get to know the new premises and to feel confident about the change.

p.5

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

Children are learning about acceptable behaviour and the expectations in place. For example, they know to remove their shoes on arrival at the childminder's house and that one set of resources needs to be cleared away before another takes its place. Incorporating boundaries and routines into the children's daily lives helps in their preparation for school. The childminder encourages their independence around their self- care skills and visits the new setting with the children to offer reassurance about the changes ahead. He also takes the children to a variety of different groups and activities where they learn to socialise with others in preparation for their future learning and life skills. Children are learning to be respectful of others and their different ways of life. The childminder has a range of books about different world religions and has attended a sign language course to demonstrate a different way to communicate with each other.

p.6

provision

The childminder provides a range of activities that help children make sound progress towards the early learning goals. However, further monitoring of the assessment system is required to consistently maximise children's development. The childminder mostly works well with the parents and is developing partnerships with other professionals to ensure that he is able to support the children and families if intervention is required. Although he has started to interact with other early years settings attended by the children, these partnerships are not yet well established. Therefore, the childminder is unable to complement children's learning at these settings and they are unable to make a strong contribution to the children's all round learning and development.

p.6

provision

The childminder prioritises children's safety and has a sound understanding of his responsibilities with regard to the Statutory framework for the Early Years Foundation Stage. He has attended additional training to improve his knowledge with regard to safeguarding the children and has all the relevant contact numbers for reporting concerns should they arise. He ensures that anyone coming into contact with the children is suitable to do so and checks the identification of any visitors unknown to him. He completes ongoing risk assessments of the areas used by the children and ensures that hazards are minimised. For example, when he trips over the tread on the entrance to the bathroom, he quickly takes action to ensure that it is made safe for the children. Children are well supervised at all times and are also protected when out and about. The childminder carries his emergency bag containing items such as the emergency contact numbers for

p.6

provision

the parents and his first aid kit. The children also wear wrist straps making them easily identifiable and protecting their well-being in an emergency situation.

p.6

provision

The childminder has started to monitor his day to day practice. He is pro-active is seeking the views of other professionals and attends regular training to update and improve his childcare knowledge. He has made some improvements to his practice. For example, he has installed a ground floor bathroom making it easier for the children to independently access the facilities. He has completed the self-evaluation form and plans to use it as a working tool to help progress his childminding practice and enhance the experiences he offers the children.

p.6

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

p.7

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.

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY434378 Local authority Hertfordshire Inspection number 882081 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.9

Name of provider

Date of previous inspection not applicable

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11