Childminder in Hertfordshire

Inspection date

Previous inspection date 28/02/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 enjoy a wide range of learning experiences both in the setting and outside, supported by the childminder's effective teaching. As a result, they are making good progress in their learning and development.  Children feel settled and secure because there is a close and trusting relationship with parents. As a result, there is consistency and continuity of care and learning.  Children are safeguarded because the childminder has a strong understanding of her roles and responsibility. She effectively works alongside other professionals and implements policies and procedures that ensure children are kept safe.  The childminder is committed to improving the childminding provision and providing the best possible care for children.

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It is not yet outstanding because

 There is room to enhance the organisation of the varied range of resources available so that children can make further independent choices in their learning and development.  There is scope to support younger children's communication and language skills further by using visual aids and more extending questions during story times.

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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 a range of play activities, meal and snack times and the interactions between the children and childminder.

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Inspection activities

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

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Inspection activities

 The inspector looked at evidence of children's learning, planning, observation and assessment. She also looked at the childminder's improvement plan and information provided to parents.  The inspector checked evidence of suitability for all adults living on the premises.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and children aged 10 years, six years and 18 months in a house in St Albans, Hertfordshire. The whole of the ground floor, which includes a cloakroom, is used for childminding. There is an enclosed rear garden for outdoor play. The family has a cat.

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Information about the setting

The childminder attends age-appropriate groups with children. She takes children to, and collects them from the local schools and pre-schools. There are currently two children on roll who are in the early years age group and 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. The childminder is a member of a local childminding group.

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

 extend the focus on communication and language development, for example, by using visual aids and extending questions more during story times so that children's language skills are developed further

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

 enhance the organisation of resources so that they are more accessible to children so that they make independent decisions in their play and learning.

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who attend

The childminder has a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She has gained a good understanding of the children's individual interests and needs. This is achieved through developing close but professional relationships with parents. As a result, she knows the children well. Observations and discussions with parents contribute to the childminder establishing children's achievements in their learning when they start at her setting. This supports the childminder in tracking children's progress and identifies the next steps in their learning. As a result, children make good progress and parents are well informed about their achievements. The childminder understands that children learn best when they are busy and engaged in activities that are related to their interests. She offers a varied range of purposeful experiences to effectively support their development. For example,

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who attend

children regularly attend soft play sessions to support their emerging physical development. In addition, they visit age-appropriate groups where children learn to interact with children of similar ages. During these times children enjoy joining in with group activities, such as art and craft sessions. As a result, children are learning skills to prepare them for the next stage in their learning, such as starting nursery or school. In addition, children visit animal parks, the library and nearby parks. This promotes children's understanding of the world around them. Children show curiosity and good characteristics of effective learning when they explore the toy boxes and the environment. They know where favourite items are and the childminder rotates her good quality resources to suit children's needs. However, the organisation of some resources means that children are not consistently able to see what is available for them and make independent decisions in

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who attend

Children enjoy spending time with the childminder who interacts very well with them. For example, she sits alongside children during their play providing support and guidance as necessary. Lots of laughter takes place during activities and praise is provided for all tasks no matter how small. This supports children's personal, social and emotional development. The childminder talks with them constantly about what they are doing or what is happening while she is playing alongside them. This enables children to make connections in their learning. The childminder also incorporates singing and actions into children's play and routines. This further supports children's emerging language development. Counting and knowledge of numbers and letter sounds are naturally incorporated into play. In addition, the childminder carries out baking activities with children. This introduces children to various concepts, such as measuring and weighing. The childminder assists

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who attend

children as necessary and extends their thoughts and ideas. For example, she helps children play cooperatively together when building a complex train track. Children love books and the childminder supports this interest by reading regular stories. They cuddle up together on the sofa showing that they feel comfortable and settled. Good quality teaching means that children learn new words and that print carries meaning. Children point to pictures and they talk about what is happening in the story. This further supports children's language development. However, the childminder does not routinely use visual aids or extend questions at these times so that older children have further opportunities to express their thoughts and ideas. This means that at times the good quality learning that takes place is not as sharply focused as it could be.

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who attend

The childminder spends time building a close and trusting relationship with parents. She is professional at all times. Daily communications through discussions, the sharing of children's achievements and their learning journals means that changing needs are well known. Children's progress is monitored very well and parents are kept well informed. Regular discussions with parents mean that they are able to contribute to their children's learning. This means that there is a continuity of care and learning between parents and their children. The childminder has a good understanding of the importance of completing the progress check at age two for children as and when the need arises.

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

Children are very settled, happy and confident in the childminder's care. This is because the childminder tailors the settling-in process to meet each child's individual needs. Children are given time to get to know the childminder and become familiar with their surroundings and, as a result, they feel safe in her care. Children giggle and laugh alongside the childminder and her family showing that they feel settled and secure. She works closely with parents offering advice and support related to children's care and development as and when needed. This contributes further to the close partnership with parents. The childminder offers a varied range of good quality resources and activities. These are suitable for the age and stage of children attending. A large table in the conservatory provides additional space for children to enjoy table top activities, such as painting and playing with play dough.

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

Children are helped to behave well and to be considerate to others. This is because the childminder provides consistent messages. As a result, they develop good social skills and learn right from wrong. The childminder is always calm when communicating with children and is a good role model for them. For example, she calmly provides explanations for children so that they develop a good understanding of how to treat others with respect. In addition, praise and encouragement is provided throughout the day. As a result, children develop good levels of self-esteem. This effectively supports children's personal, social and emotional development. Children take part in a range of experiences to help them make smooth transitions in their learning as they grow. For example, they have opportunities to mix with similar aged children at age-appropriate groups. This means that children benefit from being in different environments outside of the childminder's home.

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

Children are developing a positive approach to healthy eating and enjoy nutritious meals and snacks, such as apples and raisins. Meals are cooked using fresh ingredients, which occasionally include vegetables grown in the garden. Individual dietary needs are well known and the childminder works with parents to ensure that meals offered are suitable. Any meals provided by parents are suitably stored. Dietary needs are regularly discussed so that children's needs are met. Good hygiene is promoted at all times and children are helped to develop independence in their personal hygiene care. Children enjoy being in the fresh air through regular play in nearby parks and purposeful outings, such as visits to the zoo. They are able to develop their physical skills and take supervised risks in their play when they visit soft play areas and the parks. The childminder does not currently use her garden as she is in the process of re-developing this outdoor area. They learn about

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

road safety when on outings and walking to and from school. For example, the childminder always talks to the children about how they can keep safe before leaving the house.

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provision

The childminder has a clear understanding of her legal responsibilities to implement the welfare and safeguarding requirements of the Statutory framework for the Early Years Foundation Stage, to ensure that children are safe and secure. High regard is given to safeguarding. As a result, the childminder takes positive steps to ensure children are as safe as possible at all times. She has a strong understanding of safeguarding issues to protect children. She ensures her knowledge is up to date by reading relevant documentation. In addition, she shares good practice with other professionals, such as those who work alongside families at the children's centre. Good practice is also shared with a local childminding network group. The childminder is always professional and maintains confidentiality at all times. She ensures her policies and procedures contain all the relevant information needed to protect children. Risk assessments of all areas used by

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provision

children are carried out regularly and any potential hazards are removed so children are protected from harm.

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provision

The childminder has a very positive attitude to constantly developing her childminding practice so that this benefits children's welfare and learning. For example, she is an avid reader of childcare related articles and continually seeks the views of other professionals. She implements knowledge gained into her policies and procedures and is reflective of the benefits that this brings to children. Although the childminder has only been childminding for a short time she has completed an evaluation of her practice so far. This includes monitoring the educational programmes to ensure all children are achieving to their full potential. As a result, she can identify targets for her own personal development. This means that she can continually further improve her practice to promote children's overall development. Parents' and children's views are welcome and valued.

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provision

The childminder works very well in partnership with parents to ensure children's individual needs are met. Information is continually shared and exchanged about children's care and learning. Support and guidance is provided as and when necessary. Parents comment positively about the childminder. They state that their children's socialisation skills have developed very well since they started attending. 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 close relationship with other providers where children attend. They regularly exchange information about children's welfare and learning so that there is a continuity of care. There are no children with special educational needs and/or disabilities attending. However, the childminder has a high regard for working closely with other professionals who can offer support and guidance. She is very aware of the positive

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provision

impact this can have on children's welfare and learning.

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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 EY465254 Local authority Hertfordshire Inspection number 936405 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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