Westmore Gillian

Inspection date

Previous inspection date 18/12/2013 10/10/2008

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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

 Children are extremely happy and settled in the childminder and the assistants care. They show good concentration skills as they focus on activities that are based on their individual likes and interests. Well-planned activities and routines are adapted to meet the developing needs of all children and to promote all areas of learning.  The childminder gives high priority to promoting children's communication and language development. She speaks slowly and clearly, sensitively repeating words. This helps children to develop listening skills and clear speech.  The childminder is well-informed as she is heavily involved in the local childminder support network. She has a strong commitment to training and a secure understanding of the requirements to ensure children's well-being at all times. Robust safeguarding procedures ensure children are cared for in a safe environment.

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It is not yet outstanding because

 There is scope to enhance the sharing of children's developing skills with parents to enable them to further support their children's learning at 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 talked to the children. She watched them have their lunch and take part in a range of play activities throughout the afternoon.

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Inspection activities

 The inspector talked to the childminder and the assistant about how they meet the different needs of the children in their care.

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Inspection activities

 The inspector looked at a selection of documents to ensure the safety of the children through appropriate policies and robust safeguarding procedures.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She has an assistant recorded to work with her. She lives with her husband, two adult children and secondary school-aged child in London Colney on the outskirts of St Albans, in Hertfordshire. The whole of the ground floor, including a playroom is used for childminding. Children do not generally access upstairs as there is a downstairs cloakroom. The family has two dogs and they keep chickens. There is an enclosed garden for outside play.

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Information about the setting

There are currently seven children on roll, in the early years age group and they attend for a variety of sessions throughout the week. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds a National Vocational Qualification at Level 3 in Early Years Care, Learning and Development. She is a member of Professional Association for Childcare and Early Years.

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

 enhance the existing very good partnerships with parents by, for example, providing parents with planning for the next steps in the children's learning so they can further support and progress their children's learning at home.

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who attend

The childminder and her assistant have a good understanding of how children learn through play. They plan a broad and flexible educational programme which promotes children's learning to a good level. They talk to parents and use information about the children's interests and starting points from the initial assessments to plan for children's individual learning needs. Observations, photographs and artwork are displayed in the children's learning journals. The end of term summary outlines children's newly acquired skills and achievements. These records show children take part in a wide range of interesting activities and events which supports and develops their early learning skills. This information is used as the basis for the progress check at age two. The childminder shares the children's achievements and the planning for the next steps in the young children's learning with parent's as part of the progress check at age two. However, the

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who attend

information from the ongoing assessments for older children are not always shared regularly with parents to enable them to support and progress their children's learning at home. For example, the childminder plans specific, adult-led activities to extend children's learning, such as focusing on letter and sound recognition. Parents are not always made aware of how they can extend and support these activities at home.

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who attend

The childminder plans effectively for the different learning and play needs for the children who are cared for part-time and for those who attend pre-school settings. Children follow their own interests. They have easy access to an excellent range of toys and resources that provide interesting and challenge activities for all children. Creative and imaginative play is supported well by adults who extend the children's language and give them time and space to play. Children hide under the table and move chairs to bring their superhero games to life. Children ask for special toys such as a battery operated robot that is kept out of the reach of the younger children. The childminder teaches children that some toys are special and are to be handled with care. She asks them to look for the buttons and switches that activate the robot and to take care when operating the large robot. She extends the children's language and comprehension by asking appropriate questions. The

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who attend

childminder teaches children to think for themselves by asking how they think the robot can walk, by explaining the different patterns on his uniform and by encouraging them to experiment with the different buttons and switches. Children show great delight as they are beginning to understand how the batteries and buttons make the robot walk, move his arms and make the lights flash. The playroom is set out to extend and support the learning experiences for children of all ages. Younger children explore the textures of smooth and bobbled balls, they enjoy taking part in new sensory experiences. The childminder develops the children's physical skills by providing small toys to develop their finer hand-to-eye co-ordination, such as construction bricks that fix firmly together. Resources and toys are readily available around the room to support children who are early walkers. Children are able to negotiate their way around the furniture, use walkers

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who attend

and hold onto adults hands to walk across the room.

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who attend

The childminder and her assistant plan the flexible daily routines to include adult-led activities especially to promote the older children's developing skills. They have a very good understanding of how children learn, introducing children to new experiences through interesting and age-appropriate play opportunities. Regular outings to a children's farm, the zoo and museum events supports and develops the older children's understanding of the wider world. The adults provide learning opportunities and teach children important skills they need to make progress and achieve in their future learning in nursery and school.

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

Children form very strong bonds with the childminder, her assistant and members of the family. They are confident in making their needs known, inviting the childminder's teenage children to join in their play. Children talk to the dogs and tell them to go out of the playroom. The chickens kept at the end of the garden are a constant delight to the children, who tell the childminder when they are out of their run, taking responsibility for watching the hens and sharing the information with the childminder and the assistant. Children's personal and emotional skills are supported to a very high level. The childminder and adults in the household teach children important social skills as they are good role models. Consistent interaction and involvement ensures children learn the importance of taking turns, sharing and being part of a team. Children are keen to take part in helping to tidy up, to change the toys and adapt their play space. Children take

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

responsibility by asking out loud for everybody to help and to join in.

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

Children understand what is expected of them as the childminder and the assistant have a consistent approach to promoting positive behaviour through praise and clear instructions. Children learn how to manage their own safety with gentle reminders of the simple rules that are in place to keep themselves and the other children safe. The older children are very considerate and caring to the younger children. They help in teaching them to share toys and encourage them to join in with their play. Children learn about a healthy lifestyle through every day routines, lunchtime is a social and enjoyable time. Adults sit with the children, they talk to them about the different foods. Children tell them they will grow big and strong as they will eat their vegetables. Excellent interaction by the adults and the repetition of simple rules reinforces positive behaviour.

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

The childminder supports children's transition to other early years settings to a very high level. She ensures they have both the physical and social skills they need to move onto new group settings with confidence. The childminder has very good, well-established links with the pre-school. She uses the termly planning detail to ensure children's recently acquired skills are supported and extended whilst they are in the childminder care. Children are confident, they look forward to taking part in new experiences with a strong sense of self awareness and self-esteem.

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provision

The childminder is well-organised. She works very effectively with her assistant to monitor the children's progress and maintain their safety and well-being at all times. Children are making good progress. Both the carers have a very good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage and supporting documents. Consistently high inspection outcomes means the childminder is eligible to deliver funded early years learning places for three-year-old children. Children are protected because both carers have a good understanding of safeguarding issues. They refer to the Local Safeguarding Children Board documents as the basis for any concerns. The childminder maintains appropriate background checks on all adults in the household. Parents are kept informed about the childminder's commitment to providing a safe environment for all children through effective policies and procedures. Robust risk

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provision

assessments are in place to monitor children's safety around the home and on outings. Children are cared for in a well-managed environment.

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provision

The childminder is pro-active in constantly improving her practice and supporting children's developing skills. There is an effective process to evaluate and manage the childminding arrangements. Regular updates and reviews of policies and procedure ensure the changing needs of children and families are taken into account. The childminder is very involved in the local childminder support group. She organises drop-in sessions, plans activities for the childminded children and liaises with local childminders to organise training and social events. The childminder has very strong links with the local pre-school where children attend. She uses the planned themes to consistently support and extend children's recently acquired skills. She shares aspects of their care and developing interests with their key workers.

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provision

Partnerships with parents are strong. The childminder has cared for some families over many years, caring for babies and siblings who move onto school. She uses a secure social network site and text messages to share photographs and comments on the children's play and routines. This has been a valued method of communication for parents during the settling-in process for young children. Daily diary notes are emailed to parents to ensure they are kept well-informed of how the childminder manages children's individual care needs. A questionnaire and letters from parents show they are very pleased with the care and learning opportunities their children take part in while they are in the childminder's care.

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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 EY300078 Local authority Hertfordshire Inspection number 856487 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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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