Carrington, Joanna

Inspection date

Previous inspection date 29/11/2013 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 display very strong bonds and secure attachments to the childminder and her family. This is extremely successful in supporting children's feelings of security and emotional well-being.  The childminder provides a very good range of resources, activities and choices for children. This gives children the opportunities and independence to make decisions on where and what they want to explore.  The childminder ensures that all children are safeguarded. She is fully aware of her individual responsibility to protect children from harm.  The children benefit from the childminder's effective teaching methods. She particularly encourages children's independence and communication skills successfully. This ensures children are very well prepared for the next steps in their learning.

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It is not yet outstanding because

 There is scope to improve the links between all settings that children attend to further support their learning and welfare.  Opportunities for children to expand their physical skills have not been maximised.

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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 to, and interacted with, the childminder and with children throughout the inspection.

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Inspection activities

 The inspector examined a selection of information and documentation relating to the suitability of all adults, children's safeguarding, welfare and developmental progress.

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Inspection activities

 The inspector looked at the resources and equipment provided and how effectively they are used to support children's play and learning.

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Inspection activities

 The inspector and childminder jointly observed and discussed children's learning and development.

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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 husband and one child aged 13 months in a ground floor flat in Wormley, Hertfordshire. The whole of the property and the communal garden are used for childminding. The family has fish as pets.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6.30pm, 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:

 expand the already good partnerships with other professional's to further improve the effectiveness of links between all settings that children attend, so that continuity is promoted at the highest level.

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

 increase the frequency for children's opportunities to expand their physical skills, for example, by using large climbing equipment and exploring large open spaces.

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who attend

Children are well supported in their learning. They eagerly join in with the interesting and exciting variety of activities provided by the childminder. She is skilled in engaging children's interest and curiosity, for example, asking children 'What does that button do?' Children respond enthusiastically, showing the childminder what they can do. This is successful in promoting children's confidence and self-esteem. The childminder observes the children daily and regularly monitors their progress. This is effectively recorded in children's learning journey electronic records. Parents can access their child's files and comment at any time, which has been popular with many of the parents. The childminder works very closely with parents, when the children first start to ensure that detailed assessments of children's starting points are in place. She is successful in demonstrating that all children are making good progress towards the early learning goals. Children show

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who attend

that they are keen and active learners by joining in play activities with the childminder and confidently demonstrating their knowledge and persistence in tasks. Good partnerships with parents successfully promotes the effective sharing of information. This ensures that children settle quickly and happily into her setting. Links with other settings that children attend are effective; however, there is scope to improve these further to extend children's learning and welfare across all settings.

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who attend

Children communicate very well because the childminder provides good opportunities and encouragement, which supports very good progress in their speech. Babies mimic actions and say some words of popular nursery rhymes as they join in with the childminder. Their communication and language is developing rapidly within the expectations for their age. Babies babble and clap their hands when excited and enjoy looking at and pointing to the pictures in the books. Babies and children are confident communicators and their personal and social skills are meeting expectations. Babies and children excitedly join in daily fun activities which promote their physical development. They crawl through tunnels, pull themselves up to standing on sturdy furniture and crawl on and off the large soft play blocks confidently. They sometimes enjoy opportunities to expand their physical skills by using large climbing equipment in the local park. Activities, such as, action rhymes also

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who attend

involve children's listening and communication skills as well as physical and imaginative skills. The childminder ensures that children regularly experience group play sessions at the local children's centre. Children experience extras activities linked to the prime areas of learning, such as 'chatter matters', music and movement sessions, messy and outdoor play. Children spend time outdoors regularly, learning about nature and the changing seasons and weather. However, there is scope to provide additional access to larger climbing apparatus and open spaces to further enhance children's rapidly progressing physical skills.

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who attend

Children are progressing well in their personal, social and emotional development. They show high levels of confidence and self-esteem because the childminder gives positive encouragement and clear direction which enables them to try for themselves. This successfully enables children to reach their personal goals. They are confident and capable in their self-help skills appropriate to their age and ability. The childminder prioritises children's independence by ensuring they develop the skills they need to move on to the next stage in their learning. For example, babies are learning to eat using cutlery and use tools competently when cooking and creating. The childminder prepares them well for their next stage in their learning. For example, children regularly attend pre-school groups, which expand their confidence in learning in group settings. The childminder demonstrates very good quality teaching and has a very good knowledge of the areas of learning and

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who attend

how children learn. She is successful in supporting all children to work comfortably within the expected levels of development typical for their age and ability. The childminder prioritises children's confidence, self-esteem and independence. She does this by providing encouragement and support and by praising their efforts. This enables children to develop and display the skills they need to continue to be eager and confident learners. These good levels of confidence, enables children to have the key skills needed for school or the next stage in their learning.

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

The childminder's care practices are very good and ensure that children's welfare and emotional well-being is well met. The childminder varies the amount of help she gives children to encourage them to try for themselves. This effectively promotes children's good personal independence skills and their self-confidence. Children display very strong bonds and attachments with the childminder. They show that they feel safe and secure in the setting by freely explore the highly stimulating and well-resourced environment.

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

Children's behaviour is excellent. They show a clear understanding of safe and acceptable behaviour, because the childminder delivers clear messages about behaving safely for themselves and the other children. Even the babies display good levels of self-control during play activities and are growing in confidence in group situations. They display a clear understanding of safe and acceptable behaviour because the childminder uses clear explanations and directions. Babies show they understand risk, as they negotiate climbing off the soft play blocks by shuffling backwards. This shows that children have a good understanding of identifying risks and keeping themselves safe. Babies and children are learning to manage their own self-care skills. They display a growing ability and independence in feeding and dressing themselves appropriate to their age. Children are displaying an understanding of good hygiene through observing the childminder who acts

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

as a good role model. For example, she wears an apron and gloves to prevent infection when changing babies' nappies. Older children show their good understanding of adopting healthy lifestyles by making a 'no smoking' sign for display in the childminder's lounge. Children are well supported in displaying the key skills they need to be emotionally well- prepared for the next stage in their learning.

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

Good working partnerships with parents and regular information sharing helps children settle quickly and comfortably into the childminder's home. Comprehensive information on what the children like and can do is shared and noted in discussions with parents about children's starting points. This enables the childminder to have an accurate knowledge of the children's welfare needs and abilities as soon as they start. Regular and ongoing confidential information sharing, via a secure web site, enables the childminder and parents to keep in touch and meet the individual needs of children at all times.

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provision

The childminder displays a clear understanding of the safeguarding and welfare requirements. She has a secure understanding of the possible signs of abuse or neglect. She has produced a detailed procedure to follow in the event that she has any concerns about the safety or welfare of any children. This is supported by clearly written policies, which are shared with parents. All adults living in the home have been checked to ensure that they are suitable to be in contact with children. Partnerships with parents are good and information is shared confidentially through daily communication and via a secure website where parents can see and comment of their children's learning and development whenever they wish to do so.

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provision

The childminder has a secure understanding of how children learn. She is committed to providing good quality childcare and is currently extending her qualifications to a level 3. She effectively monitors her practice by gaining the views and opinions of the children and parents. She has identified that extending her qualification will enable her to continually improve her practice. This will enhance the quality of teaching and learning for all early years children who attend. She has highlighted that links with all settings that children attend have scope to improve further, to further enhance children's good progress and improve children's consistency and stability in their learning across all settings.

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provision

The childminder is effective in delivering a wide range of activities and resources that support children's learning. This supports children's good progress in all areas of learning. She monitors all of the activities that she provides and supplies good resources and activities which ensure that each child receives a broad and interesting range of learning experiences.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY464348 Local authority Hertfordshire Inspection number 923137 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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