Childminder in Hertfordshire

Inspection date

Previous inspection date 22/01/2014 01/02/2010

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is outstanding because the childminder makes fantastic use of extremely accurate observations and assessments of children's progress, which are used to plan activities that enable children to achieve exceptionally well given their starting points and capabilities.  Children are extremely well safeguarded because the childminder demonstrates an excellent knowledge and understanding of the safeguarding and welfare requirements. She is vigilant in and out of the home while encouraging children to take safe risks. As a result, children learn about protecting themselves and staying safe.  Children have wonderful relationships with their peers and have built close relationships with the childminder. She demonstrates a genuine enjoyment of her role and provides an extremely warm and welcoming environment where children's independence is extremely well promoted. As a result, children thrive.  Partnerships with parents, carers and others, delivering the Early Years Foundation

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This provision is outstanding

Stage, are outstanding. The childminder involves herself in the children's lives from home to school and works very closely with parents. Parents and staff from outside agencies speak highly of the childminder and her commitment to provide consistency for the children in her care.  The childminder's leadership and management skills are superb. She continually strives to provide excellent care for children and through extremely good monitoring and self- evaluation she is able to quickly identify and consistently improve her already first rate practice.

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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 took account of the views of parents, and other providers of the Early Years Foundation Stage, through discussion and as recorded in written questionnaires, letters and references.

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Inspection activities

 The inspector observed activities in the childminder's home and spoke to children and the childminder throughout the inspection.

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Inspection activities

 The inspector conducted a joint observation with the childminder while children enjoyed a group activity.

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Inspection activities

 The inspector looked at children's individual assessment records, planning documentation, and a range of other documentation. This included the safeguarding procedures and the childminder's online self-evaluation document.

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Information about the setting

The childminder was registered in 1995 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 16 and during school holidays her other adult child returns home from university. They live in a house in Codicote, Hertfordshire. The whole of the house is used for childminding and children have access to a rear garden. The family has a dog.

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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 she collects children from the local school and pre-school. There are currently nine children on roll, five of whom are in the early years age group and all of whom attend for a variety of sessions. The childminder operates all year round from 7.30am 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:

 enhance further the already very good opportunities for children to self-select resource by, for example, providing a photographic book of the resources available.

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who attend

The childminder demonstrates an excellent knowledge and understanding of the Statutory framework for the Early Years Foundation Stage and children are making fantastic progress in their learning and development. The childminder consistently observes the children in her care and uses these observations, alongside guidance, such as the Early Years Outcomes, to quickly see where they are developing, in their learning. Teaching is inspiring because the childminder demonstrates high expectations of everything she does and her consistent teaching methods ensure that children make rapid progress. The childminder knows the children in her care exceptionally well from their likes and dislikes to the way in which they learn. When planning activities she takes each individual child's needs and stage of learning into consideration. For example, as children choose to enjoy a range of puzzles the childminder quickly ensures that their differing needs and stages of

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who attend

development are promoted. This means that although the children enjoy the same activity they are equally challenged, in accordance with their individual next steps. Consequently, children are extremely engaged and the focus of the activity promotes excellent opportunities for them to be challenged in their play. Children's communication and language skills, including those with speech and language concerns, are incredibly well encouraged because the childminder makes excellent use of everyday situations to promote this. For example, every opportunity is used to promote children's speech. From discussing the animals they see in the puzzles to the food on their plates at snack time. Additionally, the childminder introduces new words during activities to challenge children further. Consequently, children's speech and language development is excellent and they use an exceptional range of words.

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who attend

Children are highly motivated in the childminder's setting and demonstrate a real enjoyment of the activities they take part in. The childminder consistently extends activities so that children benefit enthusiastically. For example, children recently enjoyed learning about the life cycle of a butterfly, which incorporated 'the hungry caterpillar' story and interesting discussions. The childminder extended children's opportunities for learning as they were able to experience real butterflies with an outing to a butterfly centre. As a result, opportunities for children's extended learning are excellent. Children are exceptionally well challenged in day-to-day situations, which encourages their readiness for school. For example, they help the childminder prepare for snacks and meals by washing and organising fruit and vegetables and they are hugely praised for this. Additionally, children are extremely helpful and independent as they undertake tasks, such

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who attend

as hand washing and tidying up. The childminder is calm and composed as she supports children when they become frustrated at not being able to do something. For example, rather than allow them to give up and do it for them she reassures them, encourages them and through praise helps them to believe and accept that they can do it. As a result, children are enormously independent and their personal, social and emotional development is extremely encouraged.

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who attend

Children are developing remarkably well across the prime and specific areas of learning because they are enormously encouraged and extremely well supported by the childminder. Her relationship with parents is excellent because she endeavours to make sure every child in her care is equally supported and consistently nurtured to grow and develop. Her extremely organised and comprehensive range of documentation is shared with parents to ensure that she has everything needed to support children in the progress they make. For example, documentation is shared with parents for them to complete before children start, which supports the childminder's understanding of their starting points. This documentation is then used to plan for their needs, next steps and further challenges of each child and incorporates a range of development checks as children progress. For example, she completes three written assessments, at varying times, for

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who attend

young babies and children and shares these with parents. This supports her knowledge and understanding of children's development and is extremely significant in highlighting gaps, which can be quickly narrowed. Children's individual learning journals are consistently reviewed with parents and their continuous feedback about the rapid progress their children are making is exceptional. The childminder is highly enthusiastic about her role and strives to ensure that children have unhurried time in which they can explore, play and learn in the well-organised environment. As a result, their development across all areas of learning is exceptional and the childminder's teaching has an outstanding impact on children's learning and development, which means their progress is brilliant.

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

Children's emotional well-being is exceptionally well-promoted because the childminder is extremely sensitive to their individual needs. She provides a truly warm and welcoming environment where the atmosphere and general feeling is that of tranquillity. Children's behaviour is incredibly good and they show a kind and genuine affection for each other. For example, they support each other during play, with older children showing care and concern for younger children and they offer cuddles to one another when upset. Children have fantastic opportunities for role play as they create real life experiences, such as when feeding and caring for their dolls. The childminder genuinely interacts in their play and as children initiate their own ideas the childminder is fantastic at encouraging them to extend. For example, very young children introduce a game of peekaboo with a soft toy and a cover. They demonstrate the idea to the childminder, without speech, and as she

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

continues, they laugh excitedly. Other children quickly join in and within seconds children have created a brilliant game, which has them laughing and giggling along with the childminder. The childminder provides a highly stimulating and interesting environment where children's independence is exceptionally well promoted. For example, children access a huge range of resources which are age and stage appropriate and accessible for them to make choices about their play. Although, they may benefit from the introduction of a choosing book where they are able to see a wider range of what is available to them.

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

The childminder has built exceptional attachments with children in her role as key person. She provides children, and their families, with an extremely welcoming environment which promotes each child's feeling of security. Their individual and personal needs are met fantastically because the childminder endeavours to support and nurture each and every child. Children transfer from home to the childminder's excellently because the childminder promotes outstanding communication and interaction with parents to support this. For example, children's learning journals are shared with parents on a highly regular basis. Communication books are used and parents are excellent in sharing ongoing discussion with the childminder, from the day they start with her. As children progress and the transition from the childminder's to school begins the childminder is significant in making this a smooth and highly successful move for each child. For example, the childminder

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

works exceptionally close with teachers, promotes the settling-in visits with each family and would attend parent evening with the families should this be required. As a result, children settle quickly and effortlessly, which supports their ongoing learning and development.

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

Children's awareness for their personal safety is highly encouraged and they are provided with excellent opportunities to learn about risks and personal safety. For example, the childminder consistently promotes the safety of each child in her care. They talk about the dangers of slipping on toys or falling off chairs during everyday situations, to encourage their sense of risk. Additionally, children are excellent at reminding their peers when they feel that their personal safety might be a hazard to them. For example, older children remind very young children as they say 'sit nicely on your chair so you don't fall off' while guiding them on to the chair properly at snack time. Children are extremely active and learn about the importance of a healthy lifestyle because the childminder promotes excellent opportunities for them to join in with preparing snacks and meals. They talk about the healthy fruits they eat as they wash and prepare them and they are provided

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

with an excellent range of quality and nutritious choices. The childminder promotes fantastic opportunities for children to take part in a huge range of activities to promote their physical development. For example, they enjoy outside obstacle courses where they create their own courses using different items. Additionally, they attend regular outside activities, such as music, movement and play groups. As a result, children are highly active and their physical development is brilliant.

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provision

Children are exceptionally well safeguarded because the childminder has an excellent understanding of the safeguarding and welfare requirements. Disclosure and Barring Service checks are completed for all adults living in the home and the childminder completes a range of highly comprehensive risk assessments to further protect children in her care. The childminder has a fantastic range of comprehensive and well-written policies and procedures, which she updates regularly and shares with parents, ensuring that they are always up-to-date with these. All outings and experiences, enjoyed by children are meticulously planned and risk assessed to maintain the childminder's excellent safety record. Additionally, registers and first aid equipment are regularly examined to promote the childminder's very high standards. As a result, children are fantastically safeguarded and the childminder has superb systems in place to promote the safety and well-being of

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provision

The childminder's teaching is inspiring. She demonstrates a truly enthusiastic approach to children's learning and development and clearly wants the best for every child she cares for. The childminder is highly motivating in her approach to challenge and promote children's learning. Her own self-evaluation is outstanding because she carefully monitors and evaluates her setting to promote continuous improvement, which consistently includes the thoughts and suggestions of children and parents. Written questionnaires are given to parents on a regular basis and the response to this is excellent. The childminder is skilled in monitoring children's engagement in activities and judges brilliantly as to when and when not to intervene. Children's learning is not inhibited in any way and as a result, their needs are quickly identified and exceptionally well met. The childminder has an excellent programme of professional development planned and continuously looks at where she can

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provision

improve her already fantastic knowledge, understanding and practice.

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provision

Partnerships with parents are brilliant and through discussion parents speak exceptionally well of the childminder. Parents comment on the exceptional experiences their children take part in and the progress and achievements their children are making in the childminder's care. They share their stories of how happy their children are and how excited they are to come to the childminder's home. Parents particularly like the flexibility she demonstrates and the loving, warm and welcoming 'home-from-home' that she provides. The childminder works very close with parents, shares stories of the children's learning and development and works with parents to promote challenging opportunities for children in her care. Additionally, the childminder works very closely with other professionals, such as the local school and pre-school, who are also delivering the Statutory framework for the Early Years Foundation Stage. Written references

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provision

demonstrate the importance of the childminder's intervention in supporting children overall. Her encouragement and enthusiasm is exceptionally welcomed by staff and this consistent approach for children is brilliant. Overall, children's learning and development is exceptionally well encouraged and they are making rapid progress.

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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 149564 Local authority Hertfordshire Inspection number 871017 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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