Childminder in Hertfordshire

Inspection date

Previous inspection date 28/04/2014 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

 The childminder is keen to develop her service. She acts on advice and attends additional training to enhance her knowledge. Her plans for improvement are well- targeted to strengthen her practice.  Teaching is good. The childminder sensitively asks questions of young children to assess their understanding and promote their emerging speech and language skills. Children are motivated and sustain attention on the activities provided.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She regularly assesses the risks to her premises well and has minimised these so children are able use all areas of the premises and the garden in their play.  The childminder consistently applies effective age appropriate strategies and provides clear guidance for children about what is acceptable behaviour. As a result, children behave well and are beginning to understand how their behaviour may affect others.

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It is not yet outstanding because

 There is scope to strengthen the partnerships with schools, in order that all information relating to learning and development is shared and that children's learning is complemented.  There is scope to further enhance the planning of adult-led activities for younger children, so that they focus more precisely on the next steps for individual children.

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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 childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires.

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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 lives with her husband and two children aged six and four years in the Oakfield estate area of Hitchin, Hertfordshire. The whole of the property, with the exception of the main bedroom is used for childminding and there is a rear garden for outside play. The family has a cat and two rabbits as pets.

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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. There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 build on the established partnerships with the school, in order to share further information about children's learning and development

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

 focus more precisely on the next steps for individual children, rather than just the area of learning, when planning adult-directed activities for younger children.

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who attend

The childminder knows the children in her care well. She has a good understanding of how children learn, which means she is able to provide them with a balanced range of activities and experiences that cover all areas of learning. Children benefit from being able to make choices over their play and the childminder ensures there are appropriate resources available that meet the individual needs and interests of each child. Therefore children are motivated and engaged in their learning. However, the planning of adult-led activities for young children tends to focus on a particular area of learning and their interests, rather than focusing on their next steps. As a result, young children's learning is not always maximised. The childminder engages in young children's play which helps to focus their attention and provides opportunities for her to develop their communication and language, supporting them in becoming confident in expressing their needs and

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who attend

views. For example, young children select books which they give to the childminder to read to them. The childminder uses modelling language and asks questions about what is happening in the pictures, encouraging the children to finish the repeated sentence in a familiar book. As a result children's speech and language skills are promoted, they are starting to use two and three word sentences and develop their vocabulary in the context of their play. For example, children use the word 'push' and 'stuck' while playing on the slide. Children show great enjoyment in books and are keen to turn the pages and talk about the pictures. The childminder promotes children's ability to express their ideas and use their imagination. For example, she provides them with large cupboard boxes to play with as they wish and observes as children eat their lunch in the box, decorate it with their drawing and even fall asleep in it.

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who attend

Children's personal, social and emotional development is promoted well. Children take turns in being helper for the day and younger children have opportunities to interact with other children at various toddler groups, they attend. The childminder teaches children how to ask questions, for example, when they state 'I'm thirsty', she encourages to think about what it is they need and ask for a drink. This is another approach the childminder uses to prepare children for school. Children explore different textures as they use spoons to make marks in shaving foam and then fill pots and pans. They collect leaves and cones and other natural items they find on a walk and use these to make collages. Young children learn about cause and effect as they watch the dial click and the toast pop up in the toy toaster. Older children are challenged to think and find out more as they discuss the cause of fillings in teeth and healthy eating. Young children are able to use a knife and

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who attend

fork competently when eating meals and the childminder encourages children to hold their pencil correctly when drawing. She has their names and familiar words for them to trace over to develop their early writing skills. Older children are beginning to develop their literacy, as they ask the childminder how to spell other words. These simple activities help children develop the skills they need to be ready for school.

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who attend

Observations of children's learning and photographs are recorded in their learning journals and the childminder uses these to identify the next steps in their learning which then helps to plan some activities. She is able to link this information to the typical expected levels of development and track children's progress. The childminder is aware of the requirement to complete a 'progress check at age two' for the relevant children in her care, when the need arises. Parents are asked to share information about their children's starting points along with their likes and interests, when their child first attends, to enable the childminder to fully plot their progress and development. They regularly share the learning journeys and verbally discuss their children's progress with the childminder. They contribute information about the children's learning at home and work with the childminder to support their child's learning. This ensures that children receive relevant

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who attend

support and continuity in their learning and development.

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

The childminder has good procedures to gather detailed, comprehensive information from parents so that she is aware of children's needs, interests and abilities. This enables her to offer children the appropriate support, resources and activities. The childminder ensures that she is fully aware of their preferences and usual routines and incorporates these into her daily care. For example, the childminder uses the child's comfort toy to help settle her to sleep. Children form close attachments with the childminder, which helps them to feel secure. As a result, new children settle quickly and enjoy their time at the setting.

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

The childminder encourages children to develop a suitable awareness of the importance of healthy lifestyles. For example, they have daily opportunities to go outside, they walk to school and toddler groups and visit local parks. Children are provided with home-cooked nutritious meals and snacks and regularly have discussions about which foods are healthy and why. For example, children discuss at mealtimes having a filling at the dentist and this generates a discussion around which foods contain lots of sugar and the importance of brushing teeth. The childminder demonstrates good hygiene procedures, and older children are reminded of the importance of washing their hands by the notice in the bathroom. Children are developing an awareness and understanding of how to keep themselves safe. For example, they know that when they scooter to school, they have to stay in sight of the childminder and when crossing the road, the children are asked when

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

Children have lots of opportunities to practise their social skills as they mix with others at the childminding setting and at the various toddler groups. Gentle encouragement by the childminder supports young children in understanding and managing their behaviour. For example, the childminder asks questions of the children as to the possible consequences of their actions, to increase their awareness, rather than telling them herself. Children's independence is promoted as they are supported in exploring the resources and initiating their own play. They are encouraged to take care of their personal needs, for example, putting on their coat and shoes and changing out of their uniform after school. Older children are each given the responsibility of being helper for the day, serving up dessert and clearing the plates away at tea time. The childminder regularly helps out with reading at the school, so younger children are becoming familiar with the school environment. The

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

older children are encouraged to talk, guided by the childminder, to those children moving up about the differences between reception and year one classes. This helps them to develop the skills required for future learning and also prepares them for the move to pre- school or school.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her role and responsibility with regards to safeguarding children. She has attended safeguarding training and has clear written procedures and information in place to support this area. The childminder meets the safeguarding and welfare requirements. Thorough risk assessments ensure the childminder's home is safe and the childminder regularly reviews these to ensure that potential hazards to the children continue to be minimised. She shares a range of clear policies and procedures with parents that she implements into her daily practice.

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provision

Partnerships with parents are strong. She ensures that she works with them to meet the needs of the children as effectively as she can, by gaining detailed information from them about the child when they start and using the 'parents' voice' sheets to keep updated on any changes to do with the child and how their likes, interests and abilities are changing. Her good procedures for working with parents mean that children's care is consistent and parents are well informed about their child's activities and progress. For example, she makes good use of the daily diaries, monthly newsletters and verbal exchanges to share information. The childminder has established some initial links with the schools that the early years children attend, although this tends to focus on the care of the children rather than sharing information about their learning and development progress. This means that children's learning is not fully complemented.

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provision

The childminder is committed to improving her practice and has made significant improvements since her last inspection, attending additional training and starting a level 3 diploma in childcare. She meets regularly with a childminding network and is a member of the Professional Association for Childcare and Early Years. For example, attending a conference, they held recently, provided lots of ideas and suggestions on how resources can be used in different ways to promote children's creativity and imagination. She uses these opportunities to update her knowledge and skills and uses her knowledge of the Early Years Outcomes and the Early Years Foundation Stage guidance to support her in continually monitoring children's progress. The childminder is able to reflect and identify some strengths and weaknesses of the provision and regularly asks for feedback from parents via the monthly newsletter. She is able to use the views of parents to support her

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provision

further in identifying areas for development. For example, changing the sleep pattern so that children can benefit from socialising with other children at the childminder's house.

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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 EY470363 Local authority Hertfordshire Inspection number 942477 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 6

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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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