Childminder in Hertfordshire

Inspection date

Previous inspection date 24/10/2013 16/11/2009

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early years provision

This inspection: 2 Previous inspection: 1 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 learning and development is closely monitored through precise assessment. Consequently, the planning is focused and leads to good development for children.  Children show vivid imagination and engage in new activities. This is because the childminder plans activities that offer scope for them to investigate natural materials and be creative.  Children show that they are secure in the home making independent choices about their own activities. Consequently, they develop good self-esteem and a positive attitude towards learning.  Partnerships with parents and other settings are very well-established and fully support every child to make good progress. The childminder fully understands her responsibility to safeguard children who are, therefore, protected.

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It is not yet outstanding because

 Children are not always given maximum opportunity to explore their thinking and extend their learning by making decisions and becoming independent as they undertake activities.  There is scope to further extend children's understanding of safety through routines that help them to judge risks for themselves inside and outside the home.

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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 observed activities in the childminder's house and talked with the childminder and children.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.  The inspector reviewed the providers online self-evaluation form.  The inspector completed a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child aged 11 years in a house in Hitchin, Hertfordshire. The whole of the ground floor and an upstairs bedroom of the childminder's home are used for sleeping. There is an enclosed garden available for outside play. The family has a rabbit and fish in the outdoor pond.

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Information about the setting

The childminder attends social and activity groups each week, and visits local community facilities on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently 10 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 7.45am 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:

 help children to think of more ideas and find ways to solve problems by modelling the language of thinking and building in more opportunities for them to develop their increasing levels of independence

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

 extend children's deeper understanding of safety and personal self-care by providing consistent messages during every day activities and routines.

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who attend

Children are enthusiastic and motivated to learn, because the childminder is very responsive to their self-initiated play and activities. For example, children show an interest in musical instruments and the childminder quickly adapts their play and surroundings to offer space to play the instruments, while they also listen to recorded music and learn the songs. Children link what they are hearing with their favourite songs, learnt at social groups and they try the different instruments to see what sound they make. The childminder introduces children to their local community because they make daily excursions and attend several social and activity groups each week. They learn about the wider diversities of society by celebrating popular festivals and exploring resources in the home. The childminder helps children to become part of the wider society by including them in many events for charities across the world. Children learn key words in many

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who attend

languages and learn about each other's culture, with help from their parents who bring clothing and items from other cultures to share with the childminder and other children.

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who attend

Children extend their vocabulary throughout all play activities because the childminder listens to them and shows that she values their conversation. They use toys and play to represent what they see and hear around them and to review past experiences. For example, when reading books they talk about the moon and 'time for bed', they bring model fire engines to the childminder who capitalises on this by helping children to recall the trip they made to see the fire station. Children enjoy early role play, such as, using the telephone to call the builder and the childminder skilfully introduces simple numbers by naming the numerals on the telephone as the children press them. The childminder follows children's lead as they play but, on occasions, her eagerness to support them means that they do not always have the chance to find things out for themselves or extend their independent learning fully. For example, she occasionally supplies the

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who attend

response to her own question, or offers information that children could have found out by themselves. This means that their involvement and decision-making is not maximised. During adult-led activities, however, the childminder uses skilled teaching to adapt the objectives for each child to accommodate their interest. For instance, a craft activity with fallen leaves linked to stories about a hedgehog, quickly evolves into a science activity when children experiment with leaves floating through the air, comparing the colours and asking questions about the 'stalks' of the leaves.

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who attend

The childminder demonstrates a good understanding of the Statutory framework for the Early Years Foundation Stage and has established thorough observation and assessment systems. She monitors children's progress carefully, recording clear evidence to evidence her conclusions and completes a termly plan for every child identifying next steps and goals. Parents are fully involved within the observation and assessment processes. They help to form the starting points for children and contribute towards the planned learning. For example, they review the learning journal regularly and complete a parent page wherein they record ideas and achievements made at home and give feedback on how the ideas, provided by the childminder, have worked. These forms provide a medium for agreeing objectives for children and ensuring that the shared approach supports children's welfare, learning and development. In addition, a very comprehensive daily diary provides

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who attend

another forum for communication and reinforces the information shared that supports children. As a result of the observation and assessment and the very effective planning, children make very good progress. The childminder completes a comprehensive progress check at age two, when required. She provides an environment within which children have opportunities to explore, learn actively and think critically. This lays the foundations for children's future learning and transitions to, or within, other settings.

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

Children demonstrate good attachment with the childminder and involve her in their play. She is attentive and offers children appropriate support and independence. For example, children are beginning to manage their own self-care needs in the bathroom and make decisions about when they are hungry. As a result, children develop good self-esteem and learn to meet their own needs through daily routines. The childminder ensures that she works closely with parents in order to meet children's care needs. For example, she provides daily diaries in which parents record daily care plans and full details of any dietary needs. This helps the childminder to work cooperatively with them to meet children's needs. Children feel settled and secure because the daily plans are adapted to meet individual patterns of care. For instance, the routine of the day adapts to their needs for sleep or meals. Children help to wipe down the table before they eat their lunch and

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

are learning to wash their hands, with support. As a result of these steps, children, from an early age, are prepared for school or a move to another setting.

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

Children behave well and receive consistent and positive behaviour management that helps them to develop good self-esteem. The childminder introduces simple rules using posters in the home, as well as books and games that promote sharing and the importance of thinking of others. Younger children learn from their older peers, after school, while older children learn to think about the needs of younger children and their safety. For example, toys with smaller pieces are only played with on the days that the younger children are not present. Children are well-nourished. The childminder provides a clear menu for parents that meet children's individual dietary needs. She makes sure that specific dietary needs are always accommodated by supplying alternative ingredients, as identified by parents, to prepare the meals. This means that children's individual needs are respected. Children enjoy physical play each day in many local parks and community

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

facilities. They use the garden and visit children's centres, where they take part in active play and events. This helps to support good health through exercise, and extends children's interest in the world around them.

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

Children are kept safe on the premises because the childminder completes daily assessments of risk. She also completes comprehensive records of risk assessments to continue to minimise hazards for children. Children practise road safety each day and take part in the planned emergency evacuation. They begin to develop awareness of their own safety through regular discussions and topic works related to the emergency services. However, they have fewer practical play activities that support them to make independent judgements, with regard to personal risk or risks in the home itself. Consequently, children do not fully explore practical methods that help them to understand risk and are dependent on the childminder to minimise risk in the home. As a result, their own understanding of safety and how to manage risks safely is not maximised.

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provision

The childminder sets good standards for the quality of care that she offers. All documentation and procedures, as required by the Statutory framework for the Early Years Foundation Stage, are in place. This inspection was brought forward as a result of an incident brought to the attention of Ofsted, relating to the management of other people in the home and about which the childminder failed to notify Ofsted. The provider was issued with a warning letter for failure to notify Ofsted. Arrangements to safeguard children in the setting and for monitoring any person in the home when minded children are present are now particularly vigilant. The childminder completes regular safeguarding training and continues to seek and attend training, across a broad spectrum and ages, to fully support her knowledge and understanding of her role to support children. There are clearly written procedures for monitoring any safeguarding concern. The childminder has a

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provision

firm understanding of the procedures for referring any concerns and the role of the Local Safeguarding Children Board. She fully understands the requirements of the Statutory framework for the Early Years Foundation Stage with regard to changes, or events, which must be notified to Ofsted and how and when, they must be contacted. The childminder implements thorough procedures that protect children when they are away from the home and she supervises children vigilantly at all times, both inside the home and when outdoors or during outings. There are robust procedures that ensure that no person visiting the home has unsupervised access to children and arrangements for those visits are made outside of childminding hours. The use of mobile telephones and cameras is not permitted in the setting. The childminder implements thorough procedures that protect children when they are away from the home and uses detailed risk assessments. As a

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provision

result, children are safe both in and outside of the home.

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provision

The childminder shares a large range of policies with parents to underpin the professional relationship. Parents are involved in the day-to-day care of their children and value the methods of communication open to them by the childminder. The childminder completes effective reflective practice to continue to develop the care provided. She updates her knowledge by seeking and completing training. The childminder seeks children's views throughout the day by asking their opinions and sitting with them to plan activities. She undertakes detailed evaluations of planned activities and makes a record of her self- evaluation. Consequently, the childminder is able to demonstrate a drive for improvement and continued good provision.

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provision

The childminder is not currently caring for any children with special educational needs and/or disabilities in the early years age group. However, she is fully aware of the importance of working with parents and other professionals and is able to draw on her experience and work, within individual plans, where necessary. The childminder works closely with other key persons when children attend other settings. She shares her learning journals with them and they contribute written ideas, or comments, which help to establish a consistency of approach in learning and development. The childminder demonstrates a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She uses clear observation and assessment, and demonstrates a good knowledge of the characteristics of learning. As a result, children make good progress. These links ensure that consistency of learning is

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provision

promoted. Children in this setting have a positive experience that forms a good base for continued well-being, learning and development.

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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 149638 Local authority Hertfordshire Inspection number 937240 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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