Reiselson Karen Jessica

Inspection date

Previous inspection date 24/06/2013 14/07/2010

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early years provision

This inspection: 2 Previous inspection: 3 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 happy and settled in the childminder's care. Activities and routines are adapted to meet the needs of the different ages cared for during the day and after school. The childminder provides a range of good quality resources; this enables children of all ages to make independent choices about their play.  Children are keen and active learners, they show good concentration skills and are making good progress in all aspects of their learning. Adults working with the children are suitable to do so; they have a range of experiences in working and caring for children.  The childminder maintains comprehensive documents and policies to ensure the well- being of the children and for the smooth running of the setting. She has good links with families, providing consistent care arrangements for children over many years.

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It is not yet outstanding because

 There is scope for the childminder to keep parents even better informed about planned themes and activities in order for them to support their children's learning at home and at the setting.  The views of parents and older 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 levels 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 take part in a range of activities in the playroom, in the garden and have their lunch.

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Inspection activities

 The inspector spoke to the childminder and the assistants about the needs of the young children being cared for.

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Inspection activities

 The inspector looked at a sample of documents supporting 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 1992 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder works with another registered childminder and an assistant. She lives with her husband and one adult son in Borehamwood, Hertfordshire close to local shops and schools. Children do not access upstairs, they are cared for in a designated playroom, the dining room and have space in the lounge for quiet time, there is a downstairs cloakroom. There is an enclosed garden for outside play.

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Information about the setting

The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. There are currently 10 children on roll all of whom are within the early years age group. Children are cared for on a full and part-time basis with variable attendance patterns. The childminder is a member of the Professional Association for Childcare and Early Years and holds a National Vocational Qualification at Level 3.

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

 improve opportunities for parents to engage in their children's learning at home and at the childminder's home by giving them information in advance about the planned themes and activities

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

 develop further the self-evaluation process by more effectively including parent's and the older children's views in order to enhance continuous improvement.

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who attend

The childminder has established routines that meet the needs of the young children being cared for. She finds out about the children's likes and interests as they come into her care by talking to parents and completing a child profile form. Each child has a learning journal with photographs that show they take part in a wide range of interesting and age- appropriate activities. Assessments and planning are based on the Development matters in the Early Years Foundation Stage guidance. A monthly review of the children's progress enables the childminder and the assistants to plan for the next steps in the children's learning effectively. This information is used as the basis for the progress check at age two years. Parents are encouraged to share in their children's learning; the learning journeys and assessment notes are readily available for them to look at and to take home. However, parents do not always have notice of the themes and topics or the book of the

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who attend

week that are planned into the next month's activities. This means they are not always fully supported in helping their children to make links from events at home with activities at the childminder's home.

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who attend

The young children play happily with a range of good quality toys that are readily available. They are encouraged to follow their interests by adults who know the children well. Story time and opportunities for singing nursery rhymes are a valued part of the daily activities. Children are keen to take part in craft activities, their art work is on display around the playroom and reflects a variety of materials and art opportunities they have taken part in.

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who attend

Children are beginning to become involved and concentrate on specific tasks. They are willing to have a go and enjoy the challenge of manoeuvring large pieces of train track around the playroom. They are beginning to solve problems, such as how to put the track together, and move themselves around the set up track. They are helped by adults who give appropriate support with counting and shape recognition when needed. Younger children are involved in the activity, they sit with the childminder and are given pieces of track and encouraged to join in. Adults chat to the children to extend their interests so all children gain in confidence and feel involved.

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who attend

The outside play area provides space for children to develop and practise their recently acquired skills. The childminder sets out toys she knows children like and that develops their physical skills; such as ride on toys and balls. Children are beginning to sit on, ride and push themselves along with great determination and skill. Staff prompt the children to play with the balls; they throw them gently to enable children to feel a sense of achievement when they manage to catch them. Children enjoy running around trying to catch them and return to the game.

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who attend

The childminder provides care for school-aged children. She plans separate activities and ensures they have space and resources to meet their different needs. All adults create an atmosphere that supports and extends children's learning to a good level. Children have uninterrupted time to play. They show great delight when they complete what they set out to do. The childminder supports the children's learning with praise and help when needed. She plans a range of experiences to ensure children have the skills, which enables them to move onto pre-school, nursery and school 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 their carers and the other children being cared for. The childminder finds out about the children's sleep and care routines from parents. She uses a wall display to ensure all adults are aware of their individual needs and can support children throughout the day. Adults welcome children as they come into the setting, they encourage the younger children to say hello and make space for them to join in the play activities. Children, who take time to settle, sit with the childminder to watch the other children play, they are comforted and soon become confident enough to join in the play. The childminder makes time for all children to take part, to gain in confidence and build on their self-esteem.

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

Children learn about a healthy lifestyle through every day routines and activities. They have opportunities every day to play outside; topics, such as planting seeds and growing flowers and tomatoes, introduce them to different aspects of the natural world. Adults ask the children about the weather as they get ready to play outside, they talk about how cold it is, and help children to do up the buttons on their jackets. Lunchtime is a relaxed and social time. The childminder provides nutritious home cooked meals in line with the children's dietary requirements. Records are kept to share with parents about the sleep times, drinks, meals and personal care routines. Children have their own flannels and toothbrushes, they are beginning to learn good personal care routines through every day activities.

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

Children behave well as the childminder and the assistants have a consistent approach to encouraging good behaviour. Clear boundaries and reminders about good manners are reinforced throughout meal times and activities. The childminder consistently supports children's social skills in everyday routines. Children understand what is expected of them, they are beginning to be aware of their own safety as they ride the cars around the garden. The childminder reminds them to take care and to watch where they are going and to stop when toys are in their path so they can be put out of the way. The childminder supports the older children's awareness of keeping safe, she reminds them about road safety as they walk home from school. Adults manage the children's play effectively, they are deployed well around the home and the outside play area. Children's safety is monitored as the childminder plans activities that are age-appropriate, this

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

ensures children are supported in their personal, social and emotional development.

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

The childminder introduces children to activities and events that extends and promotes their personal and social skills. They are gaining skills that will enable them to progress their learning with confidence and make a smooth transition to other early years settings.

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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. Robust risk assessments ensure children are cared for in a safe environment. Children are protected because the childminder, the other childminder who works alongside her and most of the assistants have a good understanding of safeguarding issues. They refer to the Local Safeguarding Children Board documents as the basis for any concerns they may have about children in their care. Parents are kept informed of the childminder's commitment to providing a safe place as posters and safeguarding information is on display. Records regarding incidents and accidents are recorded appropriately, the childminder and assistants take responsibility for ensuring the detail is up to date.

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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 has a wealth of experience and has consistently updated her skills with regular training. The childminder has provided resources and time to support an assistant to attain an early years qualification at level 2. All adults working alongside the registered provider have the skills and knowledge to provide appropriate activities and promote children's learning.

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provision

The childminder has established good relationships with parents. She shares information about the children's individual needs on a daily basis with text messages and a secure web page where she posts photographs and comments on the activities the children have enjoyed. Confidentiality is maintained at all times. The childminder is aware of the importance of developing links with other early years settings when they attend. She supports children with homework, providing time and resources to meet their needs.

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provision

The childminder has an effective process to evaluate her practice and regularly updates the documents and policies that keep parents informed about the setting. Parent's views are sought through regular discussion and a questionnaire. Older children are asked what they enjoy doing and what they would like to do in the future to keep them interested and focused. However, the information gained from this detail is not always used to best effect within the overall evaluation process to enable her to consistently focus on promoting children's progress to the highest level. The childminder has taken actions to meet the compliance notice which was set out following a complaints investigation. She ensures she consistently meets the needs of the children attending, monitoring their well-being and safety at all times. The childminder ensures parents are aware and give written permission for children to be left with an assistant for short periods during the day. The childminder

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provision

strives to improve the service she provides and has identified areas that work well, she has action plans in place that identifies areas of practice and resources to be 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 129974 Local authority Hertfordshire Inspection number 920411 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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