Childminder 130351

Inspection date

Previous inspection date 23/01/2014 03/02/2009

p.1

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

p.1

This provision is good

 Children enjoy a varied range of learning experiences both in the setting and outside. As a result, they are making good progress in all areas of learning while developing a good understanding of the world around them.  Children are cared for in a nurturing and supportive environment. They are happy and form close bonds and attachments with the friendly childminder. Their health and safety are a priority and appropriate safeguarding procedures are in place to protect them.  Children have consistency and continuity as there are effective partnerships with parents and carers. They receive frequent communication about their children's care and development. Parents have a high degree of trust with the childminder.

p.1

It is not yet outstanding because

 There is room to develop the partnership with parents further so that they contribute to the planning cycle and share more information about their children's learning and development at home.  There are further opportunities to enhance children's independence and self-care skills during lunch and snack times.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed a range of play activities and snack time as well as the interaction between the children and childminder.

p.2

Inspection activities

 The inspector carried out a joint observation of the play activities with the childminder.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate times and looked at some polices and procedures. She also checked evidence of suitability for all adults living on the premises.

p.2

Inspection activities

 The inspector looked at evidence of children's learning, planning, observation and assessment. She also looked at the information provided to parents.

p.2

Information about the setting

The childminder was registered in 1999 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is a qualified teacher of physical education. She lives with her husband and two teenage children in a house in Watford, Hertfordshire. The whole of the ground floor, which includes a cloakroom and a bedroom on the first floor are used for childminding. There is an enclosed rear garden for outdoor play. The family have a dog and she cares for a friends dog on occasion. She also has rabbits, rats and mice who are kept in enclosed containers.

p.3

Information about the setting

The childminder attends age-appropriate groups with children. She takes and collects children from the local schools and pre-schools. There are currently three children on roll who are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The chilminder is a member of a local childminding group.

p.3

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

 provide further opportunities for children to be involved in the preparation and serving of food and drinks so that their independence and confidence in their own abilities can be extended

p.3

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

 extend the partnership with parents so that they contribute to the assessment and planning cycle, such as sharing more information about what children are learning at home.

p.3

who attend

The childminder is a natural communicator with children and children enjoy their time with her. They happily engage in activities and are constantly busy, choosing what they would like to do and asking the childminder for support when needed. Communication and language skills are effectively promoted because the childminder gives children time to talk and respects their efforts and ideas. Children are making good progress in their learning and development because the childminder has good knowledge and understanding of how children learn. She is enthusiastic and ensures all activities are fun. As a result, children are motivated and eager to learn. Children have access to a wide variety of good quality resources to support imaginative play, such as a pop-up-tent. They enjoy playing co-operatively together in the tent. The good quality teaching from the childminder, such as open-ended questions means that children's language is promoted.

p.3

who attend

The childminder skilfully uses sounds of letters to help older children correctly say words that they express. The use of puppets related to popular insects and animals further supports children's language development.

p.4

who attend

Children display good characteristics of effective learning as they freely help themselves to available resources. These are rotated according to children's stage of development and individual interests. The childminder ensures that activities and toys that individual children enjoy playing with are set out for them before they arrive. This means that they can quickly engage in play and learning. For example, children show an interest in dressing up as popular imaginative characters. The childminder supports their learning by helping them make additional items, such as wings and a helmet from cardboard. Children excitingly show their costumes to adults present. This promotes their self-esteem. Books are easily available and children co-operate well together and choose a popular book to share. They know to get the related soft toy so that they can take turns holding this during the story. They sit on the floor together making themselves comfortable. The

p.4

who attend

childminder skilfully uses her tone of voice to engage children's attention. She extends their interest by using asking open ended questions. Children obviously love this time together and talk comfortably with the childminder about the story. Good quality teaching, such as animation from the childminder means that children are encouraged to join in. This further supports their emerging speech and language skills. Children enjoy the challenge of playing an interactive game. The childminder sits alongside the children during this time providing support and guidance as necessary. She introduces new words related to the game during their play. This extends children's vocabulary. Good quality interaction means that children finish the game with success. As a result, children are prepared well for the next stage in their learning, such as starting nursery or school. The childminder makes good use of local age-appropriate groups to extend children's learning

p.4

who attend

and development. This includes a local childminding network group where good ideas are shared. During these times they enjoy physical activities, such as using the climbing frame. This provides them with opportunities to practise their physical skills and to mix with similar aged children and supports their personal, social and emotional development.

p.4

who attend

Children's learning and development is assessed through daily records of children's achievements, care needs, observations and photographs. These are recorded in children's individual books. The childminder carries out the Progress check at age two to ascertain children's development and shares this with parents. Children's parents are very complimentary about the childminder and love the books related to their children's development that the childminder provides. These include photographs, details of their learning and development and information about their care needs. The childminder is warm and friendly; she works very closely with parents to ensure that children's individual needs are met. For example, detailed information about children is gathered when children first start. She ensures changing needs are carefully discussed. However, the childminder has not yet fully included what children learn at home in her day-to-day

p.4

who attend

planning so that this can be used to support the next steps in their learning.

p.4

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

Children form positive and trusting relationships with the childminder. This is because the childminder provides warm interactions from the start and is interested in everything they say and do. This contributes to them feeling confident and secure. They are well- motivated to explore the play environment and to engage actively in learning. The childminder records all required information and includes children's routines, interests, health and dietary needs. These are regularly discussed so that there is a continuity of care between the childminder and the children's parents. As a result, children make a comfortable and smooth transition from home into the childminder's care. The childminder has cared for some of the children attending since they were babies. She attends specific training to ensure to support children's individual care needs. The close working relationships between parents ensures these are well managed. Therefore, children and

p.5

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

their parents have strong attachments to the childminder.

p.5

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

Children are encouraged to behave well and clear ground rules contribute to this. Older children are involved in the development of boundaries. As a result, they learn to treat each other with respect. Children play co-operatively together. For example, good interaction from the childminder helps them to learn the skill of turn taking when playing interactive games. Lots of praise means that they develop skills to aid them in their future learning. The childminder has a wide range of resources. These are continually reviewed to ensure they are suitable for children.

p.5

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

Children learn about good hygiene practices through everyday routines, such as washing their hands before meal times. She works closely with parents to support children's emerging personal care needs. Nappies are changed as and when necessary and good hygiene procedures are followed. Children's individual dietary needs are known and the childminder works with parents to ensure that meals offered are suitable. Any meals provided by parents are suitably stored. Meals are eaten at the family table and children are encouraged to say 'please' and 'thank you'. However, there is scope to involve children more fully in the preparation of meals so that their independence and self-care skills are further promoted. For example, children have limited opportunities to make choices about preparing or serving their own snacks and pouring their own drinks. Children have regular opportunities for exercise and fresh air. They go on outings to parks, enjoy using the

p.5

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

trampoline in the garden and have daily walks to and from pre-school. This promotes children's physical development. Children are able to play safely as the childminder supervises children closely to ensure they are as safe as possible at all times. They learn about safety throughout the routine of the day, on outings and when they walk to and from pre-school.

p.5

provision

The childminder has a clear understanding of her legal responsibilities to implement the welfare requirements of the Early Years Foundation Stage, to ensure that children are safe and secure. She ensures her knowledge is up-to-date by attending short courses and sharing good practice with a childminding network group. The childminder demonstrates a secure understanding of safeguarding children procedures, such as possible symptoms of children at risk and how to respond to concerns. She ensures all her documentation contains all the relevant information needed to protect children. She is always professional at all times and also ensures she informs the regulator of any changes within her home. Daily risk assessments are conducted to ensure all areas continue to be safe for children to use. This means children can move freely and safely around the premises and they are equally kept safe on outings.

p.5

provision

Since the last inspection, the childminder has developed her knowledge about successfully using observations to aid children's learning further. She often refers to her activities folder where ideas for activities are shared with children. As a result, they are involved in their own learning and development. In addition, the childminder has recently started to use a software program to help her monitor children's progress. The recommendations raised at the previous inspection have been successfully addressed. For example, the childminder plans varied activities that are linked to the children's observations. As a result, the activities and experiences provided promotes children's learning and development well.

p.6

provision

The childminder has a close and trusting relationship with parents. She provides a flexible service to meet their children's needs. In addition, she collects children from their own homes when this is more suitable for the children and their parents. Daily discussions about their activities and their care needs take place on arrival and collection. Parents state that they are grateful for the 'good start' their children have received. The childminder's policies and procedures are easily available for parents to see so that they have an understanding of the practice. The childminder has a good partnership with the nearby pre-school where some children attend. She shares information with them about children's welfare and learning so that there is a continuity of care between all parties. There are no children with special educational needs and/or disabilities attending. However, the childminder values partnership working and the impact this can have on

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 130351 Local authority Hertfordshire Inspection number 870998 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10