Reid, Caroline

Inspection date

Previous inspection date 04/09/2013 07/12/2010

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are extremely happy and settled in the childminder's care. Well planned, high quality activities and routines are adapted to meet the needs of all children. Children are extremely confident and self-assured. They show excellent concentration skills as they focus on activities that are based on their individual likes and interests.  An excellent selection of toys and resources provide children with opportunities to extend their early learning skills in a vibrant child centred environment. Children's learning is promoted to an exceptionally high level as adults understand how children learn through excellent play opportunities.  The childminder reviews documents regularly, and she maintains them to a very high standard. There are robust procedures in place to ensure the safety, and well-being of the children in the home, garden and out in the community.  The partnership with parents is exceptional. The childminder has provided continuity of

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This provision is outstanding

care for several families over many years. Children feel secure, they demonstrate strong bonds with the childminder, adults and children through exemplary behaviour and excellent social skills.

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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 as they played with the train set on the floor, had their lunch and played in the lounge, dining room and the conservatory that is set ups as a playroom.

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Inspection activities

 The inspector talked to the childminder and two of the assistants about the daily routines, and she looked at documents supporting the welfare requirements.

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Inspection activities

 The views of parents were taken from letters of recommendation and comments in the children's daily diaries.  The inspector carried out a joint observation of the children with the childminder.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with assistants to provide a flexible childcare service. She lives with her three grown up children in Berkhamstead, Hertfordshire. The childminder uses the whole of the ground floor for childminding, children do not generally access upstairs other than to use the family bathroom, and for very young children to sleep. The family have two dogs, the enclosed garden is managed well to provide separate areas for the dogs and the children to play.

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Information about the setting

There are currently 14 children on roll, in the early years age group, who attend for a variety of sessions. The childminder also provides out of school care. The childminder operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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

 maximise ways to build on self-evaluation by extending how the views of children are incorporated, to further assist in identifying areas for further enhancement.

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who attend

The childminder has an exemplary knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage and of how children learn and develop. She plans activities and resources to provide excellent play and learning opportunities for the different ages of children that she cares for. Young children leave her care mid- afternoon so she can effectively meet the differing needs of the children cared for after school. Young children consistently achieve high standards of learning because the childminder and the assistants plan and implement an exceptional educational programme. The childminder and assistants know the children extremely well. They have an in-depth understanding of the children's starting points, and they have an expert knowledge of how children make progress and learn through excellent play opportunities. Children take part in rich, varied and imaginative experiences that promotes all areas of

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who attend

learning to a high level. Focused assessments are based on thorough observations and they record children's achievements and developing skills. This information is used as the basis for the progress check at age two. Effective planning for the next steps in the children's learning ensures they make excellent progress. Children are motivated and keen learners. They are eager to join in, to share their play ideas with other children and adults. The prime areas of learning are the main focus for the planned activities for the young children. Children's portfolios are managed well, they show they take part in many varied play opportunities that supports and extends their developing skills.

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who attend

Children clearly enjoy playing together with the extensive selection of train engines, tracks, cranes and tunnels. They settle alongside each other with excellent support from adults who ask the children appropriate and interesting questions about their play ideas. Adults are highly skilled in supporting children's free play. They offer new words to extend and promote children's language and understanding of how some of the trains link together with magnets. They prompt the children to name the trains and talk about the different colours that will go together to form a full train. Children use their previous play experiences to explain where the trains are going; they talk about going over the bridges and into the tunnels. They make up stories of how the engines are to stop at the buffers and can move on when the signal changes. Children have extremely good concentration skills as they keep trying to fix the tracks and move the bridge mechanism. They are given

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who attend

time to make links, and to choose their own way of finding out how the tracks fit together. Adults sit with the younger children to encourage them to be part of the play if they want to join in. Free play and independence is promoted to an exceptionally high level. Children are encouraged to look at the toys set around the home to select what they want to do. Children of all ages have very good communication and language skills, they are confident in making their needs known.

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who attend

The comprehensive daily diary ensures parents are fully involved in supporting children's learning. They have regular opportunities to share events from home which enables the childminder to extend and promote learning opportunities in her home, garden and in the community. The childminder make sure time is given to parents to talk about the children's experiences, their achievements, likes and dislikes. Children make rapid improvements in all areas of learning because the adults who care for them provide excellent teaching, opportunities and support to extend their learning. Children are extremely confident and self-assured, and are exceptionally well prepared for nursery and school.

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

Children form exceptionally strong bonds with all the adults who care for them, the childminder's family and the other children being cared for. The childminder finds out about children's personal care routines from parents as they come into her care. Comprehensive diaries enable the childminder and the assistants to share information with parents on the children's personal care, activities and events they have enjoyed. Children in the early years age range are cared for part-time for various sessions throughout the week. The daily routines vary, children arrive and leave at various times through the day. Children feel secure as they welcome children who arrive during the day, they settle very quickly, showing they have a strong sense of self-esteem and confidence brought about by the extremely well managed routines.

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

The children play freely between the three rooms in the home and this provides them with opportunities to make choices about their own play. They have an excellent understanding of how to keep themselves safe within the home. All children take part in tidying away the toys on the floor before lunchtime. The childminder gives clear direction to help children understand how to put the trains and track in the storage container. Children are very keen to help, they realise they cannot lift the containers on their own so ask for help when trying to put them back on the shelf. Children are beginning to understand the importance of helping each other. They are becoming aware of how their actions impact on others nearby. Children show very good behaviour, and this is recognised and praised.

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

Children learn about the natural world as they have many different opportunities to explore and play in the garden. Children are involved in picking fruit and vegetables that are examined, talked about and eaten. They use the swing ropes and hammock seats to promote and extend their physical skills and imaginative play ideas. The family dogs are an important aspect of the children learning about how to care for other creatures. They clearly enjoy being able to stroke the dogs as they lay down to be petted. The outside play opportunities support children learning about the importance of hand washing and good personal care routines.

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

The garden provides an interesting and challenging space for children to learn about their own safety. They are beginning to understand the rules that are in place to enable them to explore in a safe manner. Young children are not generally allowed to use the tree house unless under strict supervision. Procedures outlined in the risk assessment are followed by all adults to ensure the ladders are removed when young children are being cared for. Parents' permission is sought for children to use the trampoline, tree house and large, sit in sand pit. This ensures parents are fully aware of the robust play experiences their children can take part in and can talk to them to reinforce simple rules that will keep them safe as they play. Children learn about road safety as they walk to and from school each day. They often take the dogs for a walk so have many opportunities through the week to practise what they have learnt. Adults support children's experiences by talking

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

about taking care, being sensible and holding hands.

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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. One of the assistants takes responsibility to ensure meals and snacks meet the children's individual dietary needs. Children enjoy a healthy and nutritious lunch as they are offered a variety of foods, which reflect their individual dietary requirements. Lunchtime is a very sociable event when adults sit with the children and help them to serve themselves with crackers, cheese and salad. Children are encouraged to pass the plates around and help each other to reach the snack items. Good manners are praised, staff are excellent role models in talking to the children and encouraging them to eat nicely and to share and take turns. Older children pass beakers to the younger children, they are considerate and are beginning to understand the needs of others. All children are developing skills that enable them to move onto other early years settings with confidence.

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provision

The childminder is extremely well organised. She works with assistants who nearly all have early years qualifications and experience of working in other early years and out-of- school clubs. Rotas and routines to manage the small staff team are very effective. Registers and comprehensive detail of the children's ages, times cared for, and school drop off and collections ensures the overall ratios are met at all times. This detailed information supports all adults in ensuring safe routines for all children. Children are further protected as the childminder ensures the assistants who work with her have a very good understanding of safeguarding issues. The Local Safeguarding Children Board code of practice is the basis for the policies and procedures that are in place and reviewed regularly. Robust risk assessments are in place to monitor the children's safety around the home and when out in the community. The risk assessments for the garden ensure an

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provision

enclosed and suitable environment is well managed to provide children with an interesting place to play and explore.

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provision

Partnerships with parents, and other early years groups, nursery and the schools is exceptionally strong. The childminder and the assistants share information with parents on a daily basis. They make time to talk to parents and use text and emails for updates on routines and day-to-day issues. Parents are asked to share their views on a regular basis and through the newsletter and have opportunities to discuss the overall service and aspects of children's development and play. There are extremely good links with local pre- schools, nursery and schools. Regular meetings with the assistants ensure everyone involved in the children's care and learning is kept fully informed. This ensures children receive consistent support in their learning when they attend other early years groups and classes.

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provision

The childminder has developed a very flexible service to provide continuous care for children as they move onto nursery and school. She focuses on the care for younger children during the day, then provides mainly out-of-school care after three o'clock. This means she can meet the needs of the children in the early years age group to an outstanding level. The childminder is inspirational in the pursuit of excellence. She oversees the activities and general practice and provides a strong drive for continued improvements and to maintain the highest level of achievement for all children. She prepares an excellent educational programme taking into account the ages, stages and needs of the children cared for. Regular 'staff' meetings monitor the progress charts and planning to promote children's learning and ensure next steps and any gaps in learning are identified.

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provision

The childminder supports her assistants in attending training. They take responsibility for specific tasks, such as, planning and the progress check at age two. She values highly the experiences that the other adults bring to the childminding arrangements. Opportunities to incorporate the views of children in the evaluation process have not been fully explored, to enable the childminder to continue to build on her already first class service. She has a thorough understanding of the areas of practice that work extremely well and those that can be improved and extended to provide a first rate care and learning environment for all children.

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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 EY398928 Local authority Hertfordshire Inspection number 928991 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 32

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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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