Childminder in Hertfordshire

Inspection date

Previous inspection date 04/09/2013 12/03/2010

p.1

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

p.1

This provision is good

 Children develop a very strong sense of belonging with the childminder through her sensitive interaction with them and her long term commitment to caring for them and their families.  The childminder works closely with parents who are extremely happy with the provision and their children's development. The childminder effectively shares information with the parents to help children's learning at home.  The childminder undertakes training that supports her good understanding of how children learn and develop in her care.  The childminder successfully promotes children's communication by modelling conversation and language as their speech develops.

p.1

It is not yet outstanding because

 There is scope to extend the assessment on children's prior skills and knowledge to make more focussed links with the Early Years Foundation Stage and quickly aid children's individual progress at the start of an arrangement.  The sharing of plans between the provisions the children attend is less well developed to enhance and extend the consistency of children's learning.

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 compulsory part 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 on the ground floor of the premises, the outside learning environment and undertook a joint observation with the childminder.

p.2

Inspection activities

 The inspector talked to the childminder and children at various times throughout the inspection.

p.2

Inspection activities

 The inspector looked at a sample of children's records and a range of other documentation.

p.2

Inspection activities

 The inspector took into account the views of parents spoken to on the telephone during the day of the inspection.

p.2

Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her adult daughter in a house in Bennetts End, Hemel Hempstead. The childminder uses the whole of the ground floor and part of the rear garden for childminding. The family has two dogs, two rabbits and a selection of birds.

p.3

Information about the setting

The childminder attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder has a relevant early years qualification at level 3.

p.3

Information about the setting

There are currently 11 children on roll, six are in the early years age group and attend for a variety of sessions. The childminder cares for children from 7am to 7pm Monday to Friday all year round, except for family holidays.

p.3

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

 refine the focus of the assessment of children's prior skills, knowledge and understanding by more closely linking information with the Early Years Foundation Stage areas of learning

p.3

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

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

p.3

who attend

The childminder provides a wide selection of good quality toys suitable for young children that develop their enthusiasm for learning. Children are able to concentrate moving the remote controlled car for a considerable time. They know how to turn on the battery and persevere in using the controls to make the car move forward and around the toys.

p.3

who attend

The childminder has a secure knowledge and understanding of how to promote the learning and development of children across the seven areas of learning. She observes children at finding out what interests them and uses this understanding to further develop their play and learning. The childminder listens to the children's request to play outside in the sand tray. She expands the resources in the sand tray, supports children to develop their ideas and solve problems as they fill containers of various sizes. She aids their investigations as they talk about effect of the sand on the model cars working parts. This increases children's enjoyment, helps them maintain their focus and make links in their learning.

p.3

who attend

The childminder encourages children's language development very well. She returns the young children's babble and sounds to create a 'conversation'. She speaks clearly, gently repeating the correct pronunciation of words and waits for the older children to reply. Children enjoy the story times sitting close to the childminder talking about the pictures, feeling the different textures in the books and helping to turn the pages with care. Consequently, this increases a positive attitude towards learning and prepares them well in readiness for school.

p.4

who attend

The childminder works very closely with the parents, regularly discussing the children's development both with them and at home. The childminder frequently sends home to the parents each child's learning record. This includes observations of the children at play, delightful photographs, accurate assessments of the children's development linked to all the areas of learning and the suggested next steps. The childminder supports children's learning at home very well and she supplies parents with very useful information from communication and language websites. This is used to make joint plans to address any gaps in children's learning and successfully helps them make rapid progress in their speech and language. The childminder provides details of the areas of learning within the Early Years Foundation Stage to parents as part of the initial information pack. She collects information on children's starting points, likes and dislikes through the settling in

p.4

who attend

procedure. However, this is not sharply focused on the links to the Early Years Foundation Stage as given to the parents, and consequently plans at the beginning of the arrangement, is not yet comprehensive.

p.4

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

The childminder ensures children are happy and enjoy what they are doing. She is very effective in helping children feel emotionally secure and ensures they are physically, mentally and emotionally healthy. The childminder is aware of the importance of attachment. The childminder has previously cared for many of the children's older siblings giving very valuable opportunities for them to talk about their families and life at home. The childminder gently cuddles and smiles at the children, giving them appropriate praise success. She laughs and applauds as they pull themselves to standing. The childminder listens to the views of the children when they choose to go outside, she encourages them to independently uncover the sandpit. This helps them to feel important and valued as individuals and develop a strong sense of belonging.

p.4

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

The childminder is encouraging children to behave well. Children are willing to share their toys and be considerate to the younger children and the family pets. The childminder encourages them to tidy up the toys before getting out many more, giving a sense of responsibility. Children learn to keep themselves safe as they enjoy visiting the local park and use the challenging play equipment. Older children are learning to take manageable risks and play imaginatively outside as they build their own 'camps' in the garden with sheets, pieces of wood and plastic piping.

p.4

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

Children are learning about healthy eating, they are offered healthy snacks and meals and they can discuss healthy foods as they visit the local shops. Children enjoy games of matching pictures of fruits to the plastic fruit and vegetables. This encourages children to think about healthy options, further supporting their understanding of healthy lifestyles. Children develop independence and the childminder encourages them to practice their self-care skills, such as washing their hands. The posters displayed around the premises are useful pictorial reminders

p.5

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

Children gain an understanding of school as they collect the older children by seeing the premises and the collection routines. The childminder visits local toddler groups and children begin to play with others from the reassurance of a familiar adult, this builds their confidence in bigger groups. This helps with the move onto their next setting or school.

p.5

provision

The childminder meets her responsibilities in upholding the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage at all times. She effectively monitors and assesses the suitability of visitors to the premises. The childminder has attended training in child protection to ensure her knowledge of the signs, symptoms and the reporting procedures are secure. She completes comprehensive records for the efficient management of the early years provision. The childminder creates an environment that is welcoming, safe and stimulating. She is vigilant, checking the children are safe and the door is locked. Adequate risk assessments and daily checks are undertaken.

p.5

provision

The childminder is keen to improve her knowledge and practice to provide high quality care and education. She engages in training and has achieved a childcare qualification since her last inspection. She has recently joined a professional organisation in order to take advantage of their publications and on-line courses to assist her in her role and support her professional development. The childminder is aware of the progress check at age two and collects generally detailed information on the children's development to underpin this process. This helps to monitor the quality of the learning and development of the children and ensure they are making good progress.

p.5

provision

There is an effective two-way flow of communication enabling the childminder and parents to share information to ensure the changing needs of their children are met. Parents report that the childminder will take full account of their own parenting preferences and routines and this ensures there is a successful consistency of care. The parents share with the childminder information given by the other provisions that care for the children. However, the childminder is not having direct contact with these provisions in order to develop a full picture and mutual understanding of children's learning and development. As a result, children do not fully benefit from coherence in their learning. The childminder can demonstrate that she could take appropriate action in consultation with the parents and other professionals, if necessary, to ensure children get the support they need.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.6

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.7

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.7

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.8

Setting details

Unique reference number 129575 Local authority Hertfordshire Inspection number 870989 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10