Salomon, Elizabeth Kate

Inspection date

Previous inspection date 11/03/2014 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

 Teaching engages children because it is based around their interests and on the childminder's prior observations of their learning. Therefore, children want to get involved and are securing their skills in the prime areas of learning.  Partnerships with parents support children's emotional well-being because the trust developed in a short time means children feel confident and secure.  The childminder provides a safe environment and has secure knowledge of safeguarding practice that enables her to protect children in her care.  The childminder evaluates her practice successfully to identify aspects that could be improved through training and commits to professional development by completing short courses.

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It is not yet outstanding because

 There is scope to enhance the two-way flow of information between practitioners where children attend other settings to ensure optimal learning experiences for children.  There is an opportunity to extend the visual displays of other languages in the play environment to demonstrate the value placed on children's home life and other languages.

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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 activities in the playroom, role play room, on a walk and conducted a joint observation with the childminder.

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Inspection activities

 The inspector, childminder and children had conversations at appropriate times during the inspection.

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Inspection activities

 The inspector looked at documentation related to the day-to-day organisation of the childminding service, children's progress and self-evaluation.

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Inspection activities

 The inspector took account of the views of parents from information provided by the childminder's questionnaire.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of childminder and other household members aged over 16 years.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works at the home of another childminder in Stevenage, Hertfordshire. Part of the ground floor and part of the rear garden are used for childminding. The family has a small dog. The childminder attends activities at the local children's centre. She visits the shops and park on a regular basis. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder supports children who speak English as an additional language. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 establish stronger links with the key person at the other settings children attend to enhance continuity of learning for children and to support more effective tracking of their progress

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

 enhance the learning environment, for example, by providing more visual displays of the other languages children use at home.

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who attend

Children like to explore their surroundings and choose activities that interest them from the good range of toys and resources available. The childminder supports children very well in their play. She demonstrates a range of teaching methods that effectively support children and helps them to prepare for their next stage of development. She uses the children's interests and prior experiences to plan for the next steps in their learning. For example, one child has shown a particular interest in shiny things and the childminder has extended the range of silver items in the treasure basket for the child to investigate and explore. This encourages children in developing a positive approach and a willingness to have a go at most activities. The childminder provides a narrative to the youngest children's play and this helps them to develop their vocabulary. She supports children who use English as an additional language by modelling speech clearly and giving the child

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who attend

time to think through her ideas before making a response. As a result, children are becoming confident and articulate.

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who attend

The childminder mirrors children's actions and speech, showing children their way of doing things is valued and important to others. Children really enjoy numbers and counting. The childminder helps children to pursue this interest by including numbers in play. They use the number bottles putting them in order and copying the numbers on to paper. This effectively supports children's interest and increasing skill in finding out about numbers and patterns in the environment. The childminder uses the outdoors to enhance children's experiences and to make links between events. The childminder and a child study the leaves growing on a branch and make comparisons with what they saw the previous week. Before going on a walk they estimate how many trains they will see and everyone eagerly gets involved in counting the trains as they watch safely from the embankment behind the fence. This means children are as enthusiastic about planned activities as they

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who attend

The childminder observes children as they play and keeps detailed records of their good progress, linked to the early learning goals. She identifies realistic but challenging next steps in their learning, which show that the childminder has a secure knowledge of how children learn. Parents get regular updates on their child's achievements and on what the childminder is working on next. This means they are well informed and support learning at home to maximise children's developmental progress. All children, including those who use English as an additional language, are making good progress towards the early learning goals. This helps to prepare them effectively for learning in school.

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

The childminder is very caring and kind. Strong attachments are developing quickly with new children and this makes them feel secure and relaxed in her care. Relationships with parents are good. They find the childminder approachable and easy to talk to. Children settle well for sleep and are comfortable in the childminder's arms when having a bottle or playing together. The childminder makes sure she has the relevant information to enable her to meet children's needs and ensures parents are fully informed about children's care and changes in routine while they are with her.

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

Children are happy and settled in the childminder's home. They show their familiarity as they move confidently in the playroom and choose their toys. They happily sit together for meals and snacks. The childminder uses these routines to help children develop their independence. For example, babies are beginning to hold their cups and feed themselves finger foods. The play environment is stimulating and supports children in making independent choices. However, there is scope to extend the visual representations of other languages further to demonstrate more extensively the appreciation of children's home languages.

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

The childminder helps children to learn about good hygiene from an early age by encouraging and supporting hand washing at appropriate times. The older children show their skill in turning on the tap and squirting the soap onto their hands as they wash independently but with the childminder nearby. The childminder uses direct teaching to support the good hygiene routines and this helps children to understand why this is important to their health. The children eat healthy and well-balanced meals and snacks. The childminder and parents work together to ensure children's specific dietary needs are taken into account. The childminder talks to the children at mealtimes about what they are eating to help them develop a secure understanding of the importance of making healthy choices. Fresh air is an important part of the day. Children spend time outside every day. They use the garden for digging, climbing and playing in the playhouse. The childminder

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

takes the children for walks so they can explore the local area and enjoy new and interesting places to play. This means children have plenty of exercise and are developing their body strength and control. The childminder plans activities that help children to learn about their bodies. They easily identify facial features and parts of the body. The childminder uses singing effectively to support learning.

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

Children usually behave very well. The childminder encourages them by being a good role model. If children have trouble sharing toys, the childminder explains gently the need to be kind and fair. She supports children in developing their social skills by involving them in turn taking activities with other children. For example, when they play with the balls they roll them to one another. This enables older and younger children to join in together and promotes sharing. Children use equipment safely. The childminder narrates children's activities well and praises them for using the crayons with care. On walks, she explains why they hold hands and makes sure babies are securely fastened into prams. This helps children to develop their knowledge of how to keep themselves safe. Children are learning to be confident and independent. They are gaining an understanding of how to keep themselves healthy and to manage their own care needs. This prepares them well for

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

being independent and self-reliant in the future.

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provision

The childminder has a secure understanding of the Early Years Foundation Stage. She is clear about her role and responsibilities to meet children's needs, ensure their well-being and protect them from harm. She has a clear understanding of her policies and procedures, which help her to safeguard children. She meets all of the legal requirements and effectively monitors the quality of the education programmes and children's progress. The childminder has effective procedures in place to ensure any child protection concerns are recorded and reported appropriately. She has undergone the appropriate checks and ensures all adults in the household are suitable to be around young children. In addition to the daily registers, the childminder maintains a visitors' log, so she has a record of all who are on the premises. The childminder ensures the environment is checked and there are safety measures in place to ensure children are not exposed to hazards. This means

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provision

The childminder is rapidly developing her skills in working with children in the early years. She uses what she learns through training and working with others to enhance the provision for all children. The childminder reflects on her practice and seeks feedback from those who use her service and those with whom she works, to identify aspects for development and improvement. As a result, she successfully includes the views of others and develops her action plans to help her secure improvements. The childminder values professional development and shows a commitment to gaining further qualifications. The childminder works effectively with all parents to ensure partnerships are successful and have a positive impact on children's experience of her service. The childminder values information sharing and keeping a two-way flow of information to support all aspects of children's care, learning and play. However, the partnerships with other providers of the

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provision

Early Years Foundation Stage are less well developed. There is capacity to develop these more rapidly to more effectively monitor children's progress and optimise children's learning in the setting. The childminder has good relationships with other professionals. This enables her to seek information and guidance about her own practice. She can also ensure children and their families receive appropriate support when it is needed.

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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 EY467222 Local authority Hertfordshire Inspection number 935690 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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