Childminder in Hertfordshire

Inspection date

Previous inspection date 05/12/2013 02/05/2012

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early years provision

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

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This provision is good

 Teaching is good because the childminder fully understands how to promote children's learning during play supporting their interests and offering new information. As a result, children's progress and development is good.  The childminder speaks with children throughout the day incorporating signing to enhance their language. As a result, children learn to communicate and express their opinions which enhances self-esteem.  Children form strong attachments because the childminder works closely with parents and offers flexible routines for settling-in. This helps to reduce anxiety for children and enables them to feel secure.  The childminder uses detailed reflective practice to drive improvement. Parents and children contribute to this through the use of regular questionnaires. As a result the childminder consistently updates her knowledge and strives for high standards.

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It is not yet outstanding because

 There is scope to involve parents further in the planned learning for children by offering more ideas so that parents can extend children's learning at home.  Children do not always follow personal hygiene procedures, such as hand washing before eating, to enable them to fully understand links between hygiene and health.

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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, viewed the areas of the premises and garden used for childminding, and talked with the childminder.

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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.

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Inspection activities

 The inspector took account of the views of parents and children, as recorded in written questionnaires and reference letters.

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Inspection activities

 The inspector reviewed the providers hardcopy self-evaluation forms and continuous development programme.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child aged five years in a house in a village close to Hitchin, Hertfordshire.

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Information about the setting

The whole of the ground floor and an upstairs bedroom of the childminder's home is used for childminding. There is an enclosed garden available for outside play. The family has giant African Land Snails.

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Information about the setting

The childminder attends social and activity groups 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 nine children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, 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:

 extend further the involvement of parents in the learning and development of children by offering ideas linked to identified next steps to guide children's progress at home

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

 promote health awareness by encouraging children to meet their own personal needs, such as washing their hands before eating, and talking about the positive contribution that it can make to their health.

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who attend

Children are enthusiastic and engaged in their learning because the childminder uses the information gained through observation extremely well and plans stimulating activities linked to identified next steps. She monitors children's response to planned activities and adapts them, where needed, to invite their curiosity. For example, when children are wary of tactile, messy play materials presented in a large tray, she places some flour on a smaller tray and quietly presents it alongside the cars, with which they are playing. With support, children become increasingly bold and touch the flour, add cars to it to make tracks, and copy the childminder as she shakes the cars to make 'snow'. They smile and tell the childminder, 'wow', to express their enjoyment. Children return to their favourite activities showing persistence. The childminder listens and watches their play closely before joining them, she then talks aloud about what children are doing to help them to

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who attend

link words with actions. Young children maintain their concentration because the childminder follows their lead rather than imposing her own ideas on the activity. Children babble and experiment with words and sounds because the childminder shows them that she is listening to them, through eye contact, and responds to them verbally and with signing. She carefully introduces children to numbers, counting '1,2,3,go', and size and shape, by comparing vehicles. She introduces the terms 'fast' and 'slow' as children manoeuvre cars up and over a hill. This open-ended activity, using good teaching, enhances young children's learning.

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who attend

The childminder introduces children to their local community because they make excursions regularly. For example, they enjoy visits to the farm, and trips to the museum and the fire station. They celebrate popular festivals and enjoy many activities linked to other cultures. For instance, children create art works to reflect the Egyptian culture, develop Rangoli pictures, and make quesadillas for their meal. Children experiment with making marks freely and help to develop a 'group book' in which they write about what they have enjoyed and show photographs of activities and samples of crafts.

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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 and records their development against expected milestones. This helps her to build a plan for next steps for each child. Some parents are involved within the observation and assessment processes. All parents help to form the starting points for children and contribute towards the planned learning. For example, they complete an 'all about me' sheet, use the different methods of sharing daily information offered to them, and inform the childminder of achievements made at home verbally. The childminder provides some ideas for children to do at home with their parents but these are not always linked to the identified next steps in learning. This means that there is scope to provide further information to guide learning at home to maximise

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who attend

the progress made by children. As a result of the observation and assessment, and the very effective planning, children make good progress. The childminder completes a comprehensive progress check at age two when required. She provides a teaching environment within which children have opportunities to explore, learn actively and think critically. This lays the foundations for children's future learning and movement to school.

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

The childminder takes account of every child's individual need to provide flexible settling- in procedures and works closely with parents to establish a positive relationship. For example, she offers sessions of suitable length and frequency to help to reduce children's anxiety at separation from their parents. The childminder ensures that she works closely with parents in order to meet children's care needs. She takes care to discuss all aspects of children's daily care and welfare needs, including the family preferences for nutrition and diet, to ensure that she is equipped to meet that need. This helps her to work cooperatively with parents to meet children's needs. Children demonstrate good attachment with the childminder and involve her in their play. She is attentive and offers children appropriate support and independence. As a result of these steps, children, from an early age, are beginning to be emotionally prepared for school or a move to another

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

Young children behave well and receive consistent and positive behaviour management that helps them to develop good self-esteem. Children help to develop the 'rules' for behaviour and enjoy completing their individual 'sticker charts' which recognise positive behaviours. Children are very well nourished. The childminder provides a menu that is cooked from fresh ingredients and demonstrates cultural diversity. She makes sure that specific dietary needs are always accommodated. This means that children's individual needs are respected. Older children can meet their own physical needs independently and all children help themselves to drinks when they are thirsty. Children help to prepare foods and make links between food and good health. However, on occasion, they do not always wash their hands before eating, or have free access to tissues when required, and this limits their full understanding of the link between hygiene and health. Children enjoy

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

physical play each day in the garden or local outdoor areas. They enjoy visits to the farm to view the pigs and horses, and take long walks in the countryside close by. This helps to support good health through exercise, and extend 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 records of risk assessments to continue to minimise hazards for children. Children practise road safety each day and older children explain the routine to those who are younger or new to the setting. Children play some part in keeping safe in the home. For example, older children help to check the rooms for hazards for babies, and they know that in the emergency evacuation the 'red file' containing each child's contact details, must be taken with them. These everyday practical routines help to embed the reasons for safety in their awareness.

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provision

The childminder has a robust understanding of safeguarding and she ensures that children's welfare is assured. A clearly written procedure for safeguarding is shared with parents. This identifies the importance that the childminder places on her role. She 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. The use of mobile telephones and cameras is not permitted in the setting and is explained in a written policy. The childminder implements thorough procedures that protect children during excursions and uses detailed risk assessments. As a result, children are safe both in, and outside of, the home.

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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. The childminder shares a range of policies with parents to underpin the professional relationship. Parents are involved in the day-to-day care of their children and work closely with the childminder to support children. The childminder uses very good reflective practice to help her to develop the care provided. Parents and children complete regular questionnaires, carefully worded, that invite comment and feedback. They report that the childminder, 'makes a huge effort to follow the children's current interests and choices, including obtaining associated resources such as treasure boxes'. Furthermore, that she provides a, 'safe, warm, stimulating and nurturing environment'. The childminder demonstrates continuous professional

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provision

development through her analysis of both her own practice and knowledge, and the feedback provided from parents and children. She is currently completing a Level 3 qualification which is seen to be reflected in her teaching. 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. However, she is fully aware of the importance of working with other professionals where necessary. The childminder works closely with other key persons at other settings that children attend. She meets with key persons, uses email dialogue, or shares a communication book with other settings. Each of these methods helps her to establish joint goals and next steps to ensure consistency for children. The childminder monitors her own observation and assessment methods 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 promoted. Children in this setting have a positive experience supported by good teaching 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 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 EY435703 Local authority Hertfordshire Inspection number 870523 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 9

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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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