Loader, Nicola Anne

Inspection date

Previous inspection date 24/04/2014 15/10/2008

p.1

early years provision

This inspection: 2 Previous inspection: 3 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 provides a good range of interesting and challenging activities and resources. She uses these well, alongside effective teaching strategies, to support good play and learning opportunities, which enables children to be independent and make decisions for themselves.  Effective and supportive partnerships with parents enable the childminder gain a detailed knowledge of children's abilities and interests. Consequently, this enables her to provide interesting and appropriately challenging experiences, which support children's good progress in their learning and development.  Children display affection, strong bonds and attachments with the childminder. Therefore, their feelings of safety and security are supported. As a result, children demonstrate good levels of confidence and self-esteem.  The childminder has a secure understanding about her individual responsibility to protect children and keep them from harm. Therefore, children's safety is highly

p.1

It is not yet outstanding because

 There is scope to improve the effective links between all settings that children of school age attend, to further support their learning and welfare.

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 examined a selection of information and documentation relating to the suitability of adults, children's safeguarding, welfare and developmental progress.

p.2

Inspection activities

 The inspector spoke to and interacted with the childminder and children throughout the inspection.

p.2

Inspection activities

 The inspector looked at the resources and equipment provided and how effectively they are used to support children's play and learning.

p.2

Inspection activities

 The inspector and childminder jointly observed and discussed children's learning and development during a child-initiated activity.

p.2

Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three grown- up children in Ware, Hertfordshire. The whole of the ground floor of the home is used for childminding and there is an enclosed garden for outdoor play. The family has a dog, two rabbits, two chinchillas and fish as pets. The childminder attends a toddler group and activities locally. She visits the shops and park on a regular basis. She collects children from the local school and pre-schools. There are currently five children attending, three of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 expand the already good partnerships with other providers to further improve the effective links between all settings that children of school age attend.

p.3

who attend

The experienced childminder delivers the Statutory framework for the Early Years Foundation Stage to a high level. She effectively monitors and observes children as they play and accurately assesses their abilities against the typical expectations for their age. The knowledge is successfully used to measure children's progress from their individual starting points. The childminder teaches children effectively by using all opportunities to encourage children's developing communication and language. Children learn new words and expand their vocabulary as the childminder talks to them about what they are doing. For example, toddlers choose the different colours of play dough and confidently name the colours. The childminder praises the children when a new word is learnt, for example, recognising and pronouncing the colour purple from the play dough lid. Additionally, the childminder carefully records and shares each new word and achievement with their

p.3

who attend

parents, ensuring they are fully aware of their progress. Babies and children begin to master their physical skills and concentration through a good variety of toys and activities. For example, jigsaw puzzles with sounds engage babies, who learn to move the pieces to make the animal noise. Additionally, children regularly participate in a wide range of physically active games, such as, dancing, jumping, climbing and sliding. Children are progressing well in their personal, social and emotional development. They demonstrate good levels of independence and confidence appropriate to their age because the childminder provides them with choices. Children show confidence in making their own decisions about what and how they play with toys. This results in children feeling valued and are making good progress in all areas of learning and development.

p.3

who attend

The childminder is clear in identifying the next steps in children's learning because she observes and assesses them regularly. She successfully uses this information to provide and plan future activities to challenge children and support their continuing good progress. Furthermore, the childminder introduces children to a wide variety of experiences and routines which enable children to learn the skills they need to move onto nursery and eventually school. For example, regular visits to early years activity groups and settings promote children's confidence in playing and learning in group situations. Consequently, children display high levels of confidence and self-esteem. They are developing positive attitudes towards learning and as a result, they are effectively prepared for school.

p.4

who attend

The childminder has established good partnerships with parents. They are fully involved in all aspects of their children's learning. Detailed information is gained from parents about the children's likes and dislikes, what they can do and what their current interests are. This enables the childminder to provide resources and activities, which are interesting and engage children. Consequently, children settle quickly and happily and their ongoing progress is effectively shared. The childminder and parents speak on a daily basis; they share information about children's achievements and milestones in a daily diary. This ensures that information on children's learning and development at home as well as with the childminder is consistent. Therefore, children's good learning and development is successfully promoted.

p.4

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

The childminder is successful in promoting children's emotional well-being, confidence and self-esteem. Children demonstrate that they have formed strong bonds and attachments with the childminder; they spontaneously give the childminder cuddles and show affection. The childminder effectively uses calm and consistent teaching methods which positively support children's learning and feelings of security. As a result, children show they are developing a good understanding of behaving safely and acceptably. Children freely choose and get for themselves an interesting range of appropriate equipment and resources. This effectively promotes their feelings of independence and encourages them to make decisions for themselves. This practice results in children displaying high levels of self-confidence. Children smile readily because they enjoy their time with the childminder, freely exploring and learning in the well-resourced environment. They display the skills

p.4

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

and confidence to show that they are emotionally well prepared to move on to other settings and school.

p.4

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

The childminder works in partnership with parents to provide individually tailored settling- in procedures. She is able to gather detailed information on children's care needs and ensure that their well-being is effectively supported. The childminder knows the children well and they display confidence and security her home. Consequently, all children settle happily and quickly. The childminder provides a good selection of experiences and activities, which enable children to obtain the confidence, skills and independence they need to be ready to move on to other early years settings and schools. Children are acquiring a good awareness of managing their own personal safety, relative to their age and understanding, because the childminder gives gentle guidance and reminders to watch out for hazards. For example, she reminds older children to not leave small toys near babies because they put them in their mouth. The childminder further supports

p.4

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

children's independence by skilfully holding back and verbally encouraging children to try to do for themselves. This is very effective in supporting children's good levels of independence and self-confidence. As a result, babies and toddlers are developing a good understanding of safety.

p.5

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

Children's routines encompass good habits which support their understanding of having healthy lifestyles. They regularly explore large equipment and activities which promote their physical skills both indoors and out in the fresh air. Parents provide their children's meals and the childminder ensures that children eat appropriately. For example, she ensures babies are weaned onto solid foods and from bottles to beakers. Additionally, babies are supported and encouraged to feed themselves independently and toddlers begin to use cutlery safely. The childminder further supports children's independence and physical skills by providing sturdy equipment and toys to encourage babies and toddlers to walk. Therefore, the childminder provides good care practices and successfully promotes children's welfare and emotional well-being.

p.5

provision

The childminder effectively meets the safeguarding and welfare requirements and she has a good understanding of how she protects all children in her care. She conducts regular risk assessments within her home which ensures that children can explore and play safely. The childminder demonstrates a secure understanding about safeguarding children and she is aware of the procedures to be followed in the event of a child protection concern being raised. Furthermore, the childminder ensures that suitable checks are carried out on all adults within her home. As a result, children are safeguarded.

p.5

provision

The childminder understands her responsibility to monitor and evaluate the quality of the teaching and learning that she provides. She works with parents and key persons in other settings to regularly monitor and evaluate children's ongoing progress across all seven areas of learning. As a result, she successfully provides a good quality learning environment and activities that are well matched to children's individual needs and interests. The childminder is experienced and she continues to seek to update her knowledge and training in order to maintain the good levels of care and teaching she provides.

p.5

provision

Partnerships with parents are effective because the childminder works with them to enable then to actively contribute to their children's learning and development. Written comments from parents are extremely complimentary and show that they value the service that the childminder provides for their children. Links with other early years settings that younger children attend are also good because the childminder strives to work closely with all adults to provide a consistent approach in children's learning. However, links with the school attended by children in Reception class are not as well developed, so continuity of care and learning is not maximised for these children. The childminder regularly evaluates her early years practice through seeking the opinions and views of parents and children. As a result, she has a clear understanding of the quality of her early years provision and is keen to continually improve the service she provides.

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 127894 Local authority Hertfordshire Inspection number 876157 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