Childminder in Hertfordshire

Inspection date

Previous inspection date 12/09/2013 28/04/2009

p.1

early years provision

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

p.1

This provision is satisfactory

 Children develop close relationships with the childminder, who supports them to feel safe and secure.  The childminder maintains communication with parents, which means that she is kept well informed about each child's individual care needs. This ensures that she is able to effectively provide care based on their specific needs.  The childminder has completed safeguarding training and demonstrates a sound awareness of her responsibility to protect the children in her care.

p.1

It is not yet good because

 Planning is not used to best effect to offer fully personalised learning opportunities based on children's next steps in their learning. This does not fully maximise progress made.  There are weaknesses in partnership working because information is not consistently shared to help parents fully support their child's learning and development at home.  The childminder does not consistently foster a culture of continuous improvement by developing self-evaluation to include the opinion of parents.

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 children taking part in activities on the ground floor of the childminder's home and viewed the outdoor play area.

p.2

Inspection activities

 The inspector looked through a range of relevant documentation including the childminder's policies, procedures and children's records.

p.2

Inspection activities

 The inspector held a wide range of discussions with the childminder and interacted with minded children.  The inspector took account of the views of parents provided by the childminder.

p.2

Information about the setting

The childminder was registered in 1995 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three teenage daughters in a house in Hatfield, Hertfordshire. The whole of the ground floor and the rear garden are used for childminding. The family has a pet cat.

p.3

Information about the setting

The childminder attends a local toddler group. She visits the shops and parks on a regular basis. The childminder collects children from the local schools and pre-schools.

p.3

Information about the setting

The childminder operates all year round from 7.30am until 6.30pm. There is currently one child on roll in the early years age group who attends for a variety of sessions.

p.3

must:

 use observations and assessments of children's learning more effectively to clearly plan and identify how to support their individual learning, so that they make as much progress as possible.

p.3

must:

 improve the two-way flow of information with parents to include consistent information about children's progress and how they can support and extend children's learning at home

p.3

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

 develop a culture of continuous improvement by implementing self-evaluation which takes into account the views of parents to identify and set realistic targets and drive future improvement.

p.3

who attend

The childminder has an adequate understanding of the Early Years Foundation Stage. She regularly makes observations and assessments of children in her care. However, at times their next steps are not taken into account in planning. This does not ensure that the activities children take part in provide them with consistent challenge. Overall, the childminder plans a reasonable range of activities for children attending. As a result, they make satisfactory progress in their development and are gaining adequate skills for their next stage of learning.

p.3

who attend

The childminder holds a meeting with parents before their child's placement with her. This gives her the opportunity to gain some understanding about what each child knows and can do. As a result, she is able to adequately meet each child's individual learning needs. Regular communication with parents means that the childminder is kept informed about some of their achievements at home. However, parents are not provided with specific information about how they can further extend their child's learning at home. The childminder uses a satisfactory range of teaching methods which helps to encourage children's involvement in activities. However, support for children's self-help skills is not always matched to their individual learning needs. For example, babies are not encouraged to practise feeding themselves using a spoon.

p.4

who attend

Language development is supported through the childminder's enthusiastic interactions, which children enjoy. For example, she sits close to babies, making sure that they can clearly see her. They respond well to the childminder's presence, interacting with her using sounds and movement to express their amusement. The childminder uses lively intonation in her voice, which attracts babies' attention. This supports the development of their listening and attention skills. Young children's physical development is suitably fostered. The organisation of the play space supports babies to move around independently. For example, they are able to shuffle along on their bottom or learn how to push a wheeled toy across the room. Babies enjoy touching and examining resources which interest them, for example, battery operated toys. They have fun pressing buttons, showing their delight when the toy begins to play music or the lights flash. Demonstrating

p.4

who attend

interest and curiosity in the environment very young children skilfully pull themselves up to a standing position. This enables them to reach toys previously out of reach. Children are provided with some trips out of the childminder's home to local parks. Babies social development is reflected in their interactions with others, for example, they use sounds and gestures to attract the attention of adults.

p.4

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

The childminder finds out information about children's personal care needs before they start. This supports their move into her care along with a gradual settling-in procedure. As a result, children are fully supported to settle quickly. The childminder maintains information sharing about children's individual care needs, which means that she keeps up-to-date with any changes. Babies develop firm attachments and a sense of security in the childminder's care. This is clearly demonstrated through their warm interactions and demeanour.

p.4

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

The childminder uses a sound range of consistent age appropriate behaviour management strategies. For example, babies thoroughly enjoy consistent praise for their achievements. Overall, the childminder supports independence, which helps children to build confidence and self-esteem. For example, she organises the environment to ensure that even babies are able to help themselves to toys. However, at times the weakness in planning has an impact on the consistent promotion of children's independent skills. The childminder's practice helps to raise children's awareness of safety issues. For example, she ensures that they are safely secured into their pushchair when going out and talks to them about how to cross the road safely.

p.4

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

The childminder ensures that she adequately meets hygiene requirements. For example, her regular cleaning routine makes sure that her home is well maintained. The childminder makes sure that babies are kept hydrated because she provides them with regular drinks. Older children are able to help themselves to a drink when they are thirsty. The childminder protects children's heath because she makes sure that packed lunches provided by parents are always stored appropriately. Children play in the childminders garden and also spend time in the fresh air on trips to local parks. This means that they are able to take part in vigorous exercise on a scale not possible indoors, supporting their understanding of activities which help us to stay healthy.

p.5

provision

The childminder has undertaken safeguarding training, which promotes her understanding of how to protect children in her care. She has appropriate procedures in place which are implemented in practice. This provides parents with reassurance that their children are cared for in an environment where all adults are suitably vetted. The childminder has risk assessed her home and outings according to the age and abilities of the children in her care. As a result, she has appropriately identified and minimised relevant risks to children. For example, she ensures that babies are prevented from independently entering the kitchen. The childminder supports children to learn about how to keep themselves and others safe. For example, they take part in emergency evacuation practise on a regular basis.

p.5

provision

The childminder shows a satisfactory awareness regarding her obligation to ensure that learning and development requirements are met. However, the weakness in her planning at times results in a lack of consistent challenge. The childminder has built sound relationships with parents. This helps to foster the consistent sharing of information about children's care needs. However, there is a weakness with regard to the exchange of information about children's development. As a result, continuity of learning is not always maintained. Information from parents provided by the childminder reveals that they feel she provides a loving caring and secure environment. Parents also reports that the childminder offers flexible childcare. There are currently no children on roll who attend other settings, however, the childminder shows a sound understanding regarding the importance of partnership working support children's continuity of learning.

p.5

provision

The childminder at times reflects on her practice. She has identified some strengths and areas for future improvement, which demonstrates her commitment to improve her service. However, she has not fully implemented a recommendation raised at her last inspection. In addition the childminder is does not fully extend self-evaluation to regularly take account of the views of children and parents using her service.

p.5

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.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 129129 Local authority Hertfordshire Inspection number 904811 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 17

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