Childminder in Hertfordshire

Inspection date

Previous inspection date 19/03/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder uses innovative ideas to teach children and this means they make good progress in their learning.  Children's emotional well-being is given high priority. Trusting relationships between the childminder and parents help children to feel confident and secure.  The childminder's commitment to continual professional development is commendable. She uses much of her spare time to develop her knowledge of early years practice and this means she provides well for children's needs.  Children are effectively safeguarded because the childminder is knowledgeable about child protection issues and ensures she provides a safe environment.

p.1

It is not yet outstanding because

 Opportunities for parents and other providers of the Early Years Foundation Stage to share children's learning from home or in their setting have not been fully explored so that information can be used to contribute to children's assessment.

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 sitting room, the kitchen and reflected on children's learning through play with the childminder.

p.2

Inspection activities

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

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector took account of the views of parents from letters written to the inspector in anticipation of the inspection.

p.2

Inspection activities

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

p.2

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 lives with her husband and child, aged seven years, in a maisonette in Letchworth, Hertfordshire. Most of the home including one upstairs bedroom is used for childminding. The family has pet fish. The childminder attends local groups and activities at the local children's centre. She visits the shops and park on a regular basis. She takes and collects children from the local schools and pre-schools. 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 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

p.3

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

 encourage parents and other providers to consistently share what they know about the children in relation to their ongoing learning and development, in order to use this information to enrich the planning of activities.

p.3

who attend

Children enjoy learning with the childminder because of her creativity in bringing their interests in computer games to life. She provides them with a stimulating environment in which they can recreate the screen-based games they love as live, imaginative and interactive play. This means the childminder is able to support children in developing their skills and knowledge. Children's communication and language skills are promoted extremely well. The childminder talks to the children, providing a commentary rich in new vocabulary. She uses open questions and this enables the children to explain their actions, to show what they know and understand and to include the new vocabulary. As a result, all children, including those who use English as an additional language, are rapidly gaining confidence in using their spoken language to communicate their needs and ideas. The childminder tunes in to children. Where she sees children have an interest she exploits this

p.3

who attend

to ensure optimal learning. Consequently, children become deeply involved in their play. They absorb themselves in learning and welcome the childminder's involvement. The childminder brings in learning from across the curriculum to ensure children enjoy a well- rounded educational experience every day. Children relish using the homemade resources in imaginative games. They talk about the characteristics of the players and the special powers they have. The childminder uses the plant-based characters to teach children about the natural world, to develop mathematical skills and coordination. The childminder encourages children to use their experiences to extend their play. They recall events and games they have enjoyed before and incorporating this into new activities. The childminder makes good use of children's interests in books to further their learning. She uses favourite stories to explore other aspects of learning.

p.3

who attend

The childminder frequently observes the children as they play. She assesses their individual stage of development, noting any new or emerging skills. This helps her to identify next steps in children's learning and to plan suitable opportunities and activities to enable children to achieve further. The childminder recognises the opportunities for developing children's skills through their self-chosen play. The childminder is using some topics, festivals and national events to widen children's experiences but their interests remain the focus. As a result, children are making good progress towards the early learning goals in readiness for the next stage in their learning. The childminder involves parents in children's learning by gathering information on children's starting points and sharing progress information. There is less emphasis on parents sharing ongoing progress information so the childminder can use this to tailor children's learning experiences.

p.4

who attend

Nevertheless parents have a good idea about what their child does each day and can build on this with learning at home.

p.4

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

Children are relaxed, happy and confident in the childminder's care. The arrangements for settling children help them to adjust the new environment quickly. Children have a regular pattern for meals and rest which supports them feeling secure in the routine. The childminder and parents work together on these routines and this contributes to building positive relationships. Arrangements with pre-school and nursery staff support children in making the adjustment between the childminder's home and the group. At home, children make many decisions about their play and learning. This plays an important part in building confidence and self-belief. The childminder is effective in promoting children's sense of their own value because she shows children respect and is interested in their ideas.

p.4

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

Children follow robust hygiene routines and this helps them to develop their understanding of how to maintain their good health. Children are confident in these routines. They understand why hand washing before eating or after using the toilet is important to their health. Children are encouraged to do things for themselves. They put on their own shoes and coats when getting ready to outdoors. These skills are important in helping children to become increasingly independent and able to manage their personal needs for themselves. The childminder provides nutritious meals and snacks. She encourages children to eat a well-balanced diet and works with parents to ensure their wishes are known and included and that any specific needs are met. The childminder uses meal times to help teach children to become independent. She encourages them to use cutlery and beakers for drinking.

p.4

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

Children have plenty of fresh air as they go for walks and to local parks and play spaces. They use equipment and open spaces for energetic play where they can develop their body strength, control and coordination. They collect natural materials to use in their collages, such as, the imaginative and interesting dinosaur nests. Children are generally well behaved because the childminder sets clear boundaries. She consistently role models good manners, sharing and politeness. The childminder provides explanations appropriate to children's understanding so they quickly learn to behave well, share and take turns. Children gradually begin to take responsibility for small tasks. The childminder encourages them to put away their shoes when they come inside and to tidy away toys when they have finished playing with them. These little jobs help children to develop a mature and sensible attitude to helping. This enables children to be confident, useful and responsible

p.4

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

participants in larger group settings, such as school.

p.5

provision

The childminder has a secure knowledge of the Statutory framework for the Early Years Foundation Stage. She meets all of the legal requirements and is clear about her responsibility to monitor the educational programme and children's progress towards the early learning goals. She has comprehensive policies that she shares with parents so they are well informed about her service. All adults in the home have had the necessary suitability checks and the childminder carefully checks the identity of visitors to her home. The childminder has secure knowledge of safeguarding practice, including the action to take in the event of any child protection concern. The childminder ensures children's safety by carrying out risk assessments and taking steps to minimise hazards. For example, she has a gate on the kitchen doorway so that young children can move freely and safely from the sitting room and into the hallway without going into the kitchen

p.5

provision

unnoticed. This means children are protected and their well-being is assured.

p.5

provision

The childminder is very committed to furthering her knowledge of early years practice. She has completed a significant number of short courses since registration to increase her skill base. She uses what she learns to support her in teaching the children and has particular success with promoting children's communication and language skills. The childminder reflects on her practice and includes the views of those who use her service. She acts quickly to identify areas that she would like to develop. She is currently looking for courses on children's learning to support and build on her teaching skills. This dedication to professional development is commendable and demonstrates her clear vision to improve the provision for children.

p.5

provision

Partnerships with other settings that children attend are good. They regularly exchange information, to ensure important messages are conveyed. However, there is room to extend these partnerships to include achievements across all of the areas of learning on a more consistent basis to better support children's learning. Partnerships with parents are established and the childminder ensures she regularly share information about children's care and learning. She uses a number of ways to communicate with parents and this ensures everyone gets the updates about the children and the plans for forthcoming activities and topics. Parents say 'I love the happy child you have given me. 'They find the childminder friendly and approachable and say their children are happy. This shows very clearly the high regard parents have for the childminder.

p.5

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 EY467651 Local authority Hertfordshire Inspection number 936603 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

p.8

Name of provider

Date of previous inspection not applicable

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