Childminder, Out-of school day care in Hertfordshire

Inspection date

Previous inspection date 01/05/2014 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

 Teaching is good because the childminder understands how to promote children's learning during play by following their interests. As a result children's progress and development is good.  Children are imaginative and express themselves well because they experiment with music and singing, and role play and stories each day.  Children show good attachment to the childminder and enjoy sharing their activities with her. They meet their self-care needs independently which helps to prepare them for school.  The use of daily record books and clear shared policies enhance the relationship with parents and support the care, and safeguarding, for children.

p.1

It is not yet outstanding because

 Children are not always given maximum opportunity to explore their thinking and extend their learning by making decisions independently as they undertake activities.  Younger children cannot freely initiate their own play and learning because access to resources is limited and some are inaccessible.  Continuity of learning is not fully supported because the sharing of information between the childminder and all other settings delivering the Early Years Foundation Stage is not well-embedded.

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

p.2

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.

p.2

Inspection activities

 The inspector took account of the views of parents as recorded in written reference letters.  The inspector carried out a joint observation with the childminder.

p.2

Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one young adult plus a child aged 11 years in a house in Hitchin, Hertfordshire. The whole of the ground floor of the childminder's home is used for childminding and there is an enclosed garden available for outside play. The family has a dog and two rabbits. The childminder collects children from the local schools and pre-schools settings. There are currently 13 children on roll, four of whom are in the early years age group. All children attend for a variety of sessions. The childminder operates during term time from 7.30am 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:

 build on children's ability to think of ideas and find ways to solve problems by modelling the language of thinking and building in opportunities within activities for them to develop increasing levels of independence

p.3

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

 focus more precisely on children's independent choice by reviewing the access to resources for children

p.3

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

 build on the communication with other settings delivering the Early Years Foundation Stage to ensure there are regular opportunities to share information about children's learning and development to fully support continuity in their learning.

p.3

who attend

Children are happy and engaged in their learning because the childminder uses the information gained through observation to plan activities which build on the children's interests. For example, to extend a child's curiosity with numbers the childminder plans sorting and matching games and to support early communication and language she uses the library frequently. Children explore new technology and enjoy pressing and matching lights and buttons on an electronic 'face'. They listen intently to instructions before responding with an action; this shows an increasing level of understanding. Children show an interest in the world and demonstrate their emergent knowledge when they play with sets of mini beasts and insects; they confidently name the dragonfly, bee and ladybird. The childminder uses good teaching during such activities by enhancing learning with new vocabulary and offering general support for children's independent exploration. For

p.3

who attend

example, she explains to the children where each creature lives and urges them to recall what they know about such living creatures. Children are adept in using simple tools and show good hand to eye control because they practise with materials, such as, glue sticks and craft materials, regularly. For example, they make 'May Day' crowns using cardboard, glue and tissue paper for flowers. The childminder uses such activities to support sharing and turn-taking, and she offers praise consistently. This praise and reinforcement fosters children's self-esteem and good attitude towards learning. However, the childminder's eagerness to support children in their play means that they do not always have the chance to find things out for themselves or extend their independence fully. For example, she prepares the activity and places all materials onto the table rather than inviting the children to make choices, plan, prepare, and carry out the tasks themselves. This means

p.4

who attend

that their involvement and decision-making is not maximised.

p.4

who attend

The childminder introduces children to their local community because they make excursions regularly and complete simple activities to learn about other cultures. For example, they enjoy art activities linked to Chinese New Year and sports events on Shrove Tuesday. As a result, children are interested in the world around them. Children show very good concentration skills and persistence when they dig and scoop with sand in the garden. They compare the weight of buckets filled with dry or wet sand and begin to explore mathematical concepts. Stories and books feature highly in the daily routine. Children choose their favourite books and settle comfortably with the childminder to share them. The childminder follows the children's lead and, consequently, they love to tell the story themselves by lifting and exploring the flaps and openings in the books. Children use descriptive language to explain what they are seeing using an increasing vocabulary; they

p.4

who attend

show enthusiasm and are animated as they discover the stories. This helps to consolidate children's interest in literacy and progresses their communication and language.

p.4

who attend

The childminder demonstrates a good understanding of the Statutory framework for the Early Years Foundation Stage and has established clear observation and assessment. She monitors children's progress carefully and checks their development against expected milestones. This helps her to build an individual plan for children's next steps each term. Parents are involved within the planned programme and information is shared that allows the childminder to build on achievements made at home. Parents value their involvement in the learning and development of children and comment that, 'the diary includes fun and educational information including new words and notes on progress'. As a result of the observation, assessment, and effective planning, children make good progress. The childminder completes a progress check at age two when required. She provides a teaching environment within which children have opportunities to explore, learn actively

p.4

who attend

and think critically. This lays the foundations for children's future learning and move to school.

p.4

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

The childminder takes account of each child's individual need to provide settling-in procedures and works closely with parents to establish a positive relationship. For example, she offers sessions of suitable length and frequency to introduce children to the new surroundings. The childminder ensures that she works closely with parents in order to meet children's care needs. A parent comments that the childminder is, 'warm, gentle and reassuring'. The childminder uses a diary to keep parents informed about their children's day which supplements the contact at the beginning and end of the day. She also uses email to send photographs to them. This helps her to work closely with parents to meet children's needs. Children demonstrate good attachment with the childminder and involve her in their play. She is attentive and offers children appropriate support and independence. As a result of these steps, children, from an early age, are beginning to be

p.4

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

emotionally prepared for school or a move to another setting.

p.5

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

Young children behave well and receive consistent and positive behaviour management that helps them to develop self-confidence. Children share easily, as is demonstrated when they offer each other turns with the peg-board and hammer, this is reinforced when the childminder praises their actions. Frequent praise shows children that they are valued and fosters good self-esteem. Children are well-nourished because the childminder provides healthy meals. Children are encouraged to take increasing responsibility for their own self-care needs and all children have access to drinks when they are thirsty. Children show that they are linking good hygiene with their health. For example, they tell the childminder that they need to wash their hands after using glue or after feeding the rabbits. This demonstrates a growing understanding of self-care and good hygiene. It also prepares children for independent care when they transfer to a new setting. Children

p.5

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

enjoy physical play each day in the garden or local outdoor areas where they enjoy walking the dog. The childminder uses such opportunities to broaden children's awareness of the local environment, nature and wildlife, and the weather. This helps to foster physical health and learning.

p.5

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

Children are kept safe on the premises because the childminder completes risk assessments to minimise hazards. They listen carefully when the childminder gives them reminders about safety, for instance, to walk down the steps in the garden. Children access some resources freely. The childminder also provides materials, in-line with planned activities, from a good range which is suitable to promote all areas of learning. However, very young children are not able to freely access resources and make independent choices. This is due to the range of materials stored either in first floor rooms or the external storage area. The childminder is required to fetch resources and she makes suggestions regarding play. This means that opportunities for children to lead their own self-selected learning are not optimised.

p.5

provision

The childminder has a firm understanding of safeguarding and she ensures that children's welfare is assured. A clearly written procedure for safeguarding is shared and discussed with parents. This identifies the importance that the childminder places on her role. The appropriate checks for all household members are in place. The childminder implements thorough procedures that protect children when they are away from the home. She supervises children vigilantly at all times, both inside the home and when outside or during outings. The use of mobile telephones and cameras is not permitted in the setting. Risk assessments are recorded to enable reviews of safety. As a result, children are safe when in the home or outside.

p.5

provision

The childminder shares a range of policies with parents to underpin the professional relationship. Parents are involved in the day-to-day care of their children and value the communication book used to share information. They comment that the childminder offers, 'very flexible care hours with days and hours changing if required', and report that she, 'really cares about our child'. The childminder completes effective reflective practice to continue to develop the care provided and makes a record of self-evaluation. She updates her knowledge when attending the childminder network group meeting and through independent research. Parents contribute to her reflection by providing written feedback in the form of references to provide their views. The childminder seeks children's views throughout the day by asking their opinions and planning activities. Consequently, she is able to demonstrate a drive for improvement and continued good provision.

p.6

provision

The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is fully aware of the importance of working with parents and other professionals. She is able to draw on her experience within the teaching profession should she care for children with special educational needs and/or disabilities. The childminder speaks with schools each day and through this daily contact can talk about events in school or discuss any forthcoming changes or welfare issues that may arise. She has also begun to speak with the nursery to which those children only recently in her care go. However, the links with other settings and key persons are not fully developed to ensure that individual needs and consistency of learning is promoted. The childminder continues to adapt and review her own observation and assessment methods and demonstrates a good knowledge of the characteristics of learning. As a result,

p.6

provision

children make good progress. Children in this setting have a positive experience that forms a good base for continued well-being, learning and 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 EY435234 Local authority Hertfordshire Inspection number 809526 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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