Childminder in Hertfordshire

Inspection date

Previous inspection date 11/03/2014 01/07/2013

p.1

early years provision

This inspection: 2 Previous inspection: 4 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

 Teaching methods are well considered because the childminder has a good understanding of how children learn as they play. She makes practical use of assessments of children in order to plan activities that promote their good progress in all areas.  The childminder works well with parents and this enables her to understand each child. As a result, children are secure and have good relationships with the childminder.  Children feel valued and develop positive attitudes to play and learning because the childminder makes resources according to their current needs and interests.  The childminder is committed to developing her practice, continuously reviewing this and efficiently prioritising actions. This has contributed significantly to raising the standard of her work and thereby improving children's safety, welfare and development.

p.1

It is not yet outstanding because

 There is further scope to extend the assessments to make greater use of updates from parents in order to enrich the activity planning.  Some toys are not always as easily accessible to younger children, meaning that they are not consistently able to make independent choices about all areas of their play.

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 activities in the childminder's home.

p.2

Inspection activities

 The inspector talked with the childminder and the children present and observed activities with the childminder.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the childminder's self-evaluation information and a range of other documentation, including the safeguarding procedures.

p.2

Inspection activities

 The inspector took account of the views of parents, as given in their written feedback to the childminder.

p.2

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 two teenage children in a house in Hitchin, Hertfordshire. The whole of the ground floor of the property is used for childminding. The main part of the rear garden is not used and outdoor play is accommodated through the use of a small section of garden and local parks and walks.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder supports a number of children with special educational needs and/or disabilities. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. 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 Professional Association for Childcare and Early Years and holds an appropriate early years qualification at level 3.

p.3

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

 enhance the assessment procedures and activity planning by making greater use of updates from parents about their child's learning and development at home

p.3

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

 extend the organisation of toys and resources to enable younger children to consistently make further choices about their play.

p.3

who attend

Children are happy and make good progress. Since her last inspection, the childminder has conducted her own research and has received practical support to aid her in improving her practice. She now has a confident understanding of the Statutory framework for the Early Years Foundation Stage and uses effective teaching techniques. She has good procedures to gather a range of initial information from parents, enabling her to assess children's starting points. She makes use of this information to inform the planning and to monitor children's progress. The childminder observes children as they play, keeping an accurate written record of these observations. She then references these to the areas of learning in order to develop children's next steps and inform the planning of further activities. As a result, the childminder now ensures that children are offered daily play opportunities that interest and stimulate them and promote their development in all areas.

p.3

who attend

The childminder checks the planning to make sure that she offers children balanced opportunities to play independently and to participate in adult-led activities. Children are, therefore, supported in playing an active role in their own learning and in developing the skills and ability to work with others. This prepares them well for school and future learning. The childminder communicates well with parents and they have opportunities to share daily news about their children. She also supports parents in extending their child's learning. For example, she tells them about books and songs the children have enjoyed with her. However, her assessments do not always make maximum use of all updates from parents about how their child has been learning at home. Consequently, the childminder does not include this extended range of information in her planning in order to promote children's development to the optimum.

p.4

who attend

The childminder supports children well so that they develop the skills to learn effectively. Her well-planned activities promote children's natural curiosity by encouraging them to explore and experiment. For example, young children enjoy feeling the texture of dry pasta and concentrate as they carefully put this into a plastic bottle. The childminder shows them how to put the lid on the bottle and shake this. They enjoy listening and go on to experiment further as they fill the bottle to different levels to see if the sound changes. The childminder then introduces other musical instruments and the children listen carefully to the different sounds they can make. Children's development is promoted as the childminder notes what they can do and then plans further activities and resources to promote their skills and independence. For example, after noting that young children want to do up their own coats and jackets, the childminder provides a large puzzle that

p.4

who attend

incorporates several different types of fastenings. The children become engrossed as they explore these and show great pleasure as they master each one. Children's learning is further promoted and their enjoyment enhanced as the childminder makes resources that relate to their current interests. For example, after noting that children are interested in emotions, the childminder works with them to make simple puppets that display different emotions. The children thoroughly enjoy exploring these, with even young children learning to name the various emotions.

p.4

who attend

Children participate in a wide range of activities that promote their physical development. For example, they enjoy music and movement sessions that help develop their balance and coordination and encourage them to be aware of the space around them. The thoughtful provision of resources helps children develop a realistic understanding of diversity and different lifestyles. For example, when children play with a model wheelchair, the childminder initiates a discussion about why some people use these and they go on to talk about the different ways of moving around. Children are well supported in developing their language and communication skills. For example, the childminder includes this element in her planning of activities, ensuring that she introduces new vocabulary and explains this to children so that they understand it and are able to use it in their daily communication. Children who have special educational needs and/or disabilities are

p.4

who attend

supported well. The childminder works closely with parents and also carries out her own research. This enables her to understand each child's needs and to determine the most appropriate way to support them, ensuring that they are actively included in all activities and daily routines.

p.4

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

The childminder has recently reviewed her paperwork and now uses good procedures to support her in gathering information from parents so that she is aware of children's interests, needs and abilities. She uses this information on a daily basis in order to ensure that children are offered pertinent support and relevant play opportunities. Children feel valued and welcome as the childminder purchases and adapts toys and resources in order to meet their needs and develop their interests. Although the majority of toys are efficiently organised, some of the toys for younger children are not always as easily accessible, particularly by the end of a busy play session. This means that they are not always able to make as many independent choices and so extend and develop their play to the maximum. Children are involved in making decisions about structured activities and are encouraged to express their opinions. This supports them in developing a positive

p.5

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

approach to their play and learning. As a result, they are well prepared for the move to school.

p.5

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

Children settle well as the childminder works in partnership with parents so that she gains a good understanding of each child's needs, routines and preferences. For example, she is aware of children's favourite toys and makes sure that these are available when children first arrive. The childminder's good understanding of each child supports them in developing secure relationships with her. They show that they enjoy her company as they happily include her in their play and go to her for comfort when they are tired. Children are supported well in understanding how to manage their behaviour. The childminder encourages them to share and offers them practical explanations that help them understand the impact that their behaviour has on others. This area is further supported through the appropriate use of house rules that help children understand the boundaries and expectations.

p.5

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

Children are offered support and encouragement in developing their self-care skills. For example, they enjoy helping to prepare snacks and meals and are encouraged to try putting on their own coats and shoes before going out. Children gain a good awareness of the importance of healthy lifestyle choices. For example, their understanding of good hygiene is promoted as they wash their hands before eating, singing along to a song that explains this. They learn about healthy eating as they participate in cooking activities where they discuss healthy options. Ongoing explanations and specific activities help children develop a thorough awareness of safety. For example, they enjoy using activity sheets where they decide which of the items illustrated are safe to play with.

p.5

provision

The childminder has made substantial progress since her previous inspection. She took a positive approach to the improvement of her work, carrying out her own studies and welcoming the support offered by the local authority Early Years Adviser and other professionals. She has addressed all actions and has carried out a thorough review of her practice. She has developed clear action plans to inform the setting of practical targets for improvements. The childminder efficiently prioritised the actions she needed to take so that the most significant areas were addressed first, leading to considerable improvements in the provision for children. For example, assessment and planning processes have been revised and these now effectively identify children's learning needs and support the childminder in planning relevant play opportunities to meet these. Children's welfare is consistently promoted because there are thorough safeguarding arrangements in place.

p.5

provision

The childminder has attended relevant training and demonstrates a good understanding of the process to follow should she have any concerns about a child. This area is further supported as the childminder has chosen to have written safeguarding procedures and these contain all relevant information and contact details. Children's safety is well considered as the childminder carries out regular risk assessments of all areas.

p.6

provision

Through her own reading and the support offered to her, the childminder now has a good understanding of the Statutory framework for the Early Years Foundation Stage. Consequently, she ensures that she is meeting all legal requirements and is promoting children's health, safety and welfare. The childminder shows a genuine commitment to attending further training and working with other professionals in order to further develop her practice. This has a positive impact on children. For example, following her attendance at children's music sessions, the childminder has introduced singing as part of the daily routine, thereby extending children's creativity. The childminder has developed practical monitoring procedures that support her in gauging children's progress and identifying any areas where they may require additional support. The childminder now evaluates all areas of her work. She actively seeks feedback from children and parents, enabling her to build

p.6

provision

up a thorough picture of her strengths and weaknesses. She then uses this information to plan further improvements. For example, the childminder has recently introduced additional resources, such as puzzles and musical instruments, in order to offer children further play and learning opportunities.

p.6

provision

The childminder has good procedures in place to support partnership working with other people caring for the children. For example, she visits the nursery to find out about their current planning so that she can offer the children complementary activities that extend their learning. The childminder's use of her local children's centre has given her a clear understanding of the roles of other professionals. She would, therefore, be able to seek additional help for children should the need arise. The childminder works well in partnership with parents. She keeps them well informed of their child's daily activities and progress, for example, through daily discussions and the use of electronic messaging. Overall, the childminder's positive approach since her last inspection has played a major part in improving her practice and accomplishing a higher inspection grade. Consequently, children are now cared for in a safe environment and are offered a wide selection of

p.6

provision

activities that promote their development.

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 149619 Local authority Hertfordshire Inspection number 929103 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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