Childminder in Hertfordshire

Inspection date

Previous inspection date 07/03/2013 28/02/2012

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early years provision

This inspection: 3 Previous inspection: Met 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder has a sound understanding of how to promote the health and safety of the children in her care. She regularly assesses and minimises any risks to ensure that children are able play safely in her home.  Children feel safe and secure with the childminder who provides a happy and relaxed environment, where children have familiar routines and have built strong friendships with other children.  Children have opportunities for making independent choices about their play. When they show an interest in something specific, the childminder encourages them to develop this further.

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It is not yet good because

 Partnerships between the childminder and the schools in which the children spend most time, is not fully effective in supporting and complimenting their learning.  Children are not routinely encouraged to adopt good hygiene practices, which does not enhance their well-being.

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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 main downstairs room.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at a selection of policies, procedures and children's records.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child aged eight years in a house in Cheshunt, Hertfordshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has goldfish as pets.

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Information about the setting

The childminder collects children from the local schools and pre-schools. There are currently two children on roll in the early years age group who attend before and after school. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 improve the partnerships with the schools in which the children spend most time in order to support and compliment their learning.

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

 develop children's understanding of the importance of adopting good hygiene practices.

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who attend

The childminder has some knowledge and understanding of the learning and development requirements. She is aware of the educational programmes for the prime and specific areas of learning. She provides a range of interesting activities. However, the childminder has not fully developed partnerships with the schools that children attend in order to support and compliment the children's learning. Therefore, children who attend full-time school do not benefit from coherence of learning across all settings they attend. The childminder does observe children and is generally able to identify what the children in her care are able to do while in her care. The childminder is aware that she needs to build on her own knowledge and understanding and work with the school more closely, in order for her to plan the next steps in each child's learning. Therefore, although children are making satisfactory, partnerships with the schools that children attend are not yet highly effective

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who attend

in order to help children make better than satisfactory progress. Children's language development is adequately fostered through conversations with the childminder as they talk regularly about what they have been doing at school. For example, during the evening meal, children play a question and answer game. The topic is footballers and which teams they play for. The childminder uses the opportunity to encourage children with their speaking, thinking and listening skills. Children help with tasks such as laying the table with the correct number of knives, forks, spoons which promotes their independence and helps improve their counting skills.

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who attend

Children enjoy their time with the childminder. They mix with different ages of children which enable them to learn from each other. The childminder shares information verbally with parents on a daily basis. She works together with them in order to settle children appropriately, and encourages parents to share what they know about their child and the progress they have made.

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

The childminder provides a warm and friendly environment, where all children have made firm friendships. They are encouraged and supported to form appropriate bonds with the childminder and others at the setting through activities that promote this. For example, children enjoy playing computer games and taking turns, others enjoy throwing and catching a ball and trying to score goals. The childminder has some strategies in place to manage children's behaviour, which ensure that they know what to do in the setting, and she encourages them to share resources with each other. However, children are not actively encouraged to be competent at managing their own needs. For example, children do not display an understanding of good hygiene practice as they do not routinely wash their hands before eating food using their fingers.

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

The childminder promotes children's self-esteem through positive praise and encouragement. She encourages children to feel secure in her care as she regularly reminds them to watch out for their own and their friends' safety. For example, children are aware that only soft ball games are allowed indoors and they show awareness of where they are throwing the ball so not to break anything or hurt anyone. The childminder carries out a risk assessment of her home and any trips or outings, to ensure that all children are safe.

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

All children currently attending attend full time school. The childminder is the main contact for some children, between home and school. She ensures that information about children's behaviour and welfare is shared confidentially between all settings that the children attend. This promotes the well-being of all children.

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

Children are actively encouraged to follow their own interests and ideas. The childminder is fully aware that the main interest of the children at this time is football. She provides, electronic games, physical indoor and outdoor activities on this theme. Through use of developmentally appropriate resources and a suitable environment, children's all-round general development is supported. Children have regular opportunities for fresh air and exercise and they learn about the importance of this through their regular walks in the community and trips to the local farm and parks.

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provision

The childminder is aware of her role and responsibility with regard to protecting the children in her care. For example, she is clear about local procedures to be followed and who she should contact if she has any concerns about a child in her care. Areas used by the children are generally organised well, and resources are stored appropriately in the lounge for children to access independently.

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provision

The childminder has an awareness of her responsibilities in meeting the learning and development requirements. She provides a programme of activities, experiences and learning opportunities that enable children to make satisfactory progress.

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provision

The childminder suitably monitors her practice through discussions with parents and their feedback is positive. She evaluates her practice in order to identify areas for improvement and to recognise strengths and weaknesses in her practice. For example, she has highlighted that she understands that she does not necessarily fully meet all the learning and development requirements because she currently only cares for children before and after school for a few hours.

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provision

Relationships with parents and others are appropriate. The childminder and parents work closely to ensure that they all meet the welfare needs of each child in the setting. However, the support that the childminder offers in order to compliment children's learning in school is not clear. Therefore, continuity in children's learning is not comprehensively supported.

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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 EY345559 Local authority Hertfordshire Inspection number 817624 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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