Porter Kim

Inspection date

Previous inspection date 12/12/2013 08/06/2010

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early years provision

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

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This provision is good

 The childminder uses effective teaching methods to support children in gaining skills in language and communication. Her interaction with the youngest children contributes significantly to their rapid progress in this area of learning.  The childminder fosters children's interest effectively. She arranges outings to places that inspire the children to explore and find out more. This supports their inquisitive nature and promotes active learning.  The childminder has friendly and positive relationships with parents. This enables children to make secure attachments that support them in making good progress in their learning and development.  The childminder has an effective understanding of safeguarding children, developed through regular training. She ensures that children's welfare is prioritised and hazards are minimised.

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It is not yet outstanding because

 There is scope to enhance the precision of planning to ensure it consistently shows how activities meet the identified learning needs of individual children.  The childminder is not making optimum use of the information from parents to monitor her provision and ensure she tailors all activities to the precise needs of every child.

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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 home and reflected on the quality of teaching and learning with the childminder.

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Inspection activities

 The inspector and childminder had conversations at appropriate times during the inspection.  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.

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Inspection activities

 The inspector took account of the views of parents, from information provided by the childminder in written questionnaires.  The inspector reviewed the childminder's hardcopy self-evaluation form.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Welwyn Garden City, Hertfordshire. The whole of the ground floor and the enclosed rear garden are used for childminding.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently seven children on roll, five 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:

 develop precision in planning to shows more clearly how the activities meet the needs of individual children

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

 make greater use of parent comments and contributions to children's progress when monitoring the effectiveness of the educational programme to ensure all activities consistently challenge children appropriately.

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who attend

The childminder has a secure knowledge of how children learn and develop. As a result, she uses suitable methods of teaching that help children to make good progress towards the early learning goals. Children enjoy the activities because the childminder provides things that are interesting and fun. The childminder provides well for children's language and communication. Much of their play involves speaking and listening. The childminder helps children to develop their vocabulary by encouraging their vocalisations and praising them. Children delight in using books and small animals to show what they know. One child is looking at a picture book with the childminder. The childminder names the animals and the noises it makes. The child is eager to copy and becomes increasingly clear in their speech as they repeat the animal names for their self. The childminder reminds the child of some of the visits they have been on, the lakes to feed the ducks and the farm where

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who attend

they saw the pigs. This helps children to recall events and make connections between activities and play. Children enjoy the many outings the childminder organises. These trips help them to learn about the local area, the environment and the wider world. The childminder uses children's interests and enthusiasm for their outings to extend their learning. She offers related activities where the children can explore topics further. As a result, children have an extensive range of interests and are making good progress in their learning. Children like to use their creativity in pretend play and in art and craft activities. They express themselves freely and love to share what they have done with others. Children are confident and happy to discuss their play with the childminder. They like to decide on the activities in the home and show plenty of enthusiasm for meeting friends at the groups they attend.

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who attend

The childminder regularly observes children as they play. She assess what she sees and is using this information to plan further activities and trips to support the child in achieving their goals. However, at times, some of the plans lack precision as there is too great an emphasis on some seasonal topics rather than the specifics of what individual children need. This means some learning opportunities are not fully exploited as much as they could be. The childminder is tracking children's progress effectively and they are all achieving well from their individual starting points. She makes sure parents and any key people, where children attend other settings providing the Statutory framework for the Early Years Foundation Stage, know about their progress. These strong links support children in being ready for future learning.

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

Children settle quickly into the childminder's home because the arrangements to support the move from home are carefully planned. Parents work closely with the childminder making sure she has all of the information needed to support the child. The childminder is clear about children's routines. For example, she knows the times of day when children are likely to need a rest and is quick to recognise the physical signs that the child needs their comforter. This means, children are well supported and the consistency in care between home and the childminder makes them feel safe and secure. Children in the home show great care and concern for the well-being of other children. They are happy and confident because the childminder provides reassurance and encouragement. Consequently, children are eager to get involved and try new things.

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

Children follow robust routines that help them to learn about the importance of good hygiene to their continuing good health. The childminder works with parents to provide nutritious meals that meet children's individual dietary needs. The childminder ensures children have plenty of opportunities to express their preference for particular meals so she can give them foods they enjoy. She uses planned activities to help children find out about foods. They go to shops to look at the vegetables and fruits, to experience them first hand in their natural state. This helps the children to gain a better understanding about foods. Children have plenty of opportunities for fresh air and energetic play because the childminder takes them to parks and open play spaces. This means children develop body strength, control and coordination.

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

Children are well behaved because the childminder is clear about boundaries. She consistently applies rules by role modelling polite behaviour and respect for others. This also ensures they learn how to keep safe. The childminder offers simple explanations appropriate to children's understanding. As a result, children quickly learn how to get along with others and to be sensible and responsible. This prepares them well for the next stage in their learning.

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provision

The childminder has a secure knowledge of the Statutory framework for the Early Years Foundation Stage. She ensures all of the legal requirements are met to promote children's safe care and effective learning. Clear and informative policies and procedures underpin practice and support the childminder in ensuring the effective day-to-day running of her setting. Parents are provided with copies of all the essential documents, so they too, are clear about the childminder's roles and responsibilities. The childminder's knowledge of safeguarding children, developed through regular training, means they are well protected while in her care. She has all of the relevant and up-to-date documentation to ensure any concerns are referred correctly. The childminder takes children's safety seriously, she provides a risk assessed home and steps are taken to reduce potential hazards. All adults in the home have undergone the appropriate checks and the childminder always checks

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provision

the identity of any visitors. Therefore, children are protected and their well-being is assured.

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provision

The childminder has attended further training to develop her knowledge of practice and is proactive in seeking out opportunities to learn more. As a result, she is knowledgeable about current teaching methods and uses these to support children's learning. The childminder reflects on her practice and works with others to develop her practice. For example, she does some of her planning with other childminders so they can share ideas for activities that engage children and help them to make progress. The childminder takes into account the views of parents and children when reflecting on the provision of activities so their needs and wishes are given full credence. However, she does not always make optimal use of parent feedback on children's progress to monitor the educational programme. As a result, the programme occasionally lacks the precision to fully support children's learning.

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provision

Relationships with parents are well established and ensure information is frequently exchanged. The childminder's questionnaires to parents show the high regard they have for the childminder and the service provided. Partnerships with other settings that children attend are good. They regularly exchange progress information, which means children are effectively monitored between the two settings and there is continuity for the 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 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 129262 Local authority Hertfordshire Inspection number 870981 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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