Chivers, Beata

Inspection date

Previous inspection date 10/10/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children's speech and language development is well-promoted because the childminder encourages children's early language skills through planned activities, repetition and a calm and consistent approach to their learning. As a result, children's progress is promoted to ensure that they have the key skills required for the next steps in their learning.  Parents are supportive of the childminder and regularly share information about their children. This enables the childminder and parents to work together to provide a consistent approach to children's learning and development.  Children's independence is well-promoted and the childminder praises them effectively. As a result, their personal, social and emotional development is encouraged and their self-confidence flourishes.  Children are cared for in a warm and welcoming environment where they feel safe and secure. The childminder has a good knowledge and understanding of how to protect

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This provision is good

children in her care. Consequently, the safeguarding and welfare requirements are met.

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It is not yet outstanding because

 The views of children are not incorporated into the childminder's self-evaluation to strengthen the links between identified priorities and securing continuous improvement in line with children's needs and wishes.  Children are not consistently learning about the importance of regular hand washing.

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

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Inspection activities

 The inspector looked at a selection of documentation, including policies, procedures and photographs of children joining in with different activities.  The inspector observed activities in the downstairs areas of the childminder's home.

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Inspection activities

 The inspector carried out a joint observation with the childminder as the participated in a painting activity children.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged one year old in a house in Letchworth, Hertfordshire. The whole of the childminder's home, except for the master bedroom is used for childminding and children have access to an enclosed rear garden. The family has no pets.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre and she visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently four children on roll, three 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 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 use the views of children more effectively to inform the plans for improvement, so that the drive to improve is strengthened and practice is clearly targeted to help children reach the highest levels of achievement

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

 promote opportunities for children to consistently learn about the importance of effective hygiene practice.

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who attend

The childminder provides a wide range of fun and interesting activities, which meet the needs of the children attending. Children are engaged in activities, which are planned for them, according to their ages and stages of development. The childminder has a good awareness for the Statutory framework for the Early Years Foundation Stage and consistently researches and updates her knowledge. As a result, children are reaching expected levels of development across the prime and specific areas of learning. The childminder regularly observes the children in her care and assesses their development using appropriate guidance. She plans for their future learning and development by incorporating their next steps of learning into planned activities and experiences. Each child has a learning log which clearly shows the observations completed, photographs of activities they have enjoyed and a plan for their ongoing learning. Consequently, children

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who attend

are developing well in all areas of learning.

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who attend

Parents are encouraged to share what they know about their children when they first start with the childminder. This provides her with the starting points for each child and ensures that she can effectively challenge them in their learning and development. Written feedback from parents, demonstrates that they are happy with the care the childminder provides and they enjoy her consistent approach to including them in their children's learning. For example, the childminder regularly shares planning information and a brief outline of what the children have taken part in, in a weekly update to all parents. Children are developing their physical skills and the childminder encourages this by providing a range of resources and equipment of differing sizes. For example, they use small and large instruments to pick up and collect conkers as they count these in and out of a container during a group activity, which they enjoy. Additionally, the childminder is very

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who attend

encouraging, she uses praise to promote children's self-confidence and overall personal, social and emotional development.

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who attend

Children's language development is well-supported for all ages, by the childminder who provides regular opportunities for them to communicate. This means that children's progress ensures that they have the key skills needed for the next steps in their learning and therefore, their readiness for school is well promoted. All children's speaking and listening skills are encouraged because the childminder consistently questions them during their play, encouraging them to think further. For example, as children take part in a painting activity they are encouraged to experiment with colour mixing. The childminder asks them what the colours will become when mixed together. Additionally, they are encouraged to describe the shapes they paint as well as being introduced to new words, such as 'glittery' and 'sparkly'. Children respond well to the childminder because she takes the time to talk to the children as well as listen to them. For example, during their play

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who attend

some children talk of their interest in trains and explain their favourites to the childminder. The childminder asks questions about the trains, which develop children's thinking skills and extends their language.

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

Children are happy at the childminder's home and they demonstrate that they feel secure as they build strong bonds with the childminder and their peers. For example, children are seen giving spontaneous cuddles to the childminder and other children as they take part in an activity together. Children are praised for their kindness by the childminder who promotes an effective behaviour management policy by setting good examples and by being a good role model. She encourages children to be kind to each other through the sharing of resources and plans turn taking activities to encourage this further. For example, as children's imaginations are encouraged with home corner resources, the childminder encourages the children to share the cooking utensils. She actively joins in their play and they soon begin to make a 'dinner' for each other. As a result, children behave well and their imaginations are promoted. Children are reminded of their personal

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

safety as the childminder encourages them to develop an understanding of road safety while outside. Additionally, they are encouraged to put away resources before getting out any more so that the risk of tripping over toys is minimised. The childminder has a good relationship with parents. She takes time during the settling-in periods to get to know each family and finds out as much information about the children as possible. This ensures that they settle quickly, have their care needs met and are prepared for the move from home to the childminder's. As a result, when children start and leave their parents, they do so happily, with confidence and are familiar in their surroundings. Children's personal, social and emotional development is effectively supported as the childminder regularly promotes their self-confidence through consistent praise and encouragement. She promotes their independent skills well by giving them

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

tasks with support if needed. For example, they help with preparing for lunch and get their uniforms on, ready for school.

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

Children eat a range of healthy and nutritious meals which are home cooked by the childminder. They learn about the importance of eating healthily because they take part in growing some food on the childminder's allotment. They take responsibility for planting, growing and collecting the food and this supports their understanding of healthy living. Additionally, children have their individual dietary needs met because the childminder ensures that she follows parental requirements and children's preferences while meeting allergy and religious requirements, where needed. Children enjoy regular activities which promote their physical development because the childminder plans opportunities for fresh air and exercise. For example, children walk to and from school on a daily basis and enjoy regular outings to the local parks. Consequently, children's are developing according to the milestones for their ages and stages of development. However, children are not

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

consistently reminded of the importance of self-care routines, such as hand washing before meals.

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provision

Children's learning and development is effective because the childminder has established a good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. She demonstrates a secure understanding of the areas of learning and how children develop, taking into account their different styles of learning. The childminder demonstrates a suitable understanding of how self-evaluation supports the monitoring and evaluation of her setting, which enables improvements to be made. The childminder regularly speaks to parents or communicates through written notes and emails. She takes on board their feedback and uses it to develop the provision, where necessary. However, the views of children are not routinely taken into account to ensure that they can also contribute to identified priorities and plans to secure continuous improvement.

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provision

The childminder demonstrates a good knowledge and understanding of her role and responsibility in relation to the safeguarding and welfare requirements. She provides a safe environment for children by completing regular and thorough written risk assessments of her home. She ensures that children are protected from intruders and/or strangers by being vigilant while in or out of her home. Additionally, the childminder further protects children in her care because she has a clear understanding of the procedures to be followed in the event of having a concern about a child in her care. As a result, children are effectively safeguarded.

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provision

The childminder has a positive relationship with parents and she regularly shares information with them about the children's care needs, routines and the activities they take part in. They communicate effectively to ensure that children's individual needs are met and parents are happy with the care the childminder provides for their children. The childminder promotes opportunities for parents to access relevant information. For example, observations and learning logs are shared and the childminder informs parents of forthcoming events and activities to enable them to effectively engage in their children's learning. Relationships with other settings delivering the Early Years Foundation Stage framework are good, to ensure that when children move on, the moves are successful. The childminder links with the local pre-school and primary school and is aware of what the children are doing, which enables her to extend and complement their learning in her

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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 EY459847 Local authority Hertfordshire Inspection number 912636 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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