Childminder in Hertfordshire

Inspection date

Previous inspection date 02/05/2014 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

 Children's vocabulary and communication skills are enhanced skilfully by the childminder's good quality teaching during daily routines and play activities.  Children are happy, settled and show a strong sense of belonging. They have formed close attachments with the childminder and other children.  The childminder establishes positive relationships with parents. An effective two-way flow of communication supports children's welfare, learning and development.  Children are cared for in a secure and safe environment where effective risk assessments ensure their ongoing well-being. The daily routines and outings enhance children's understanding of how to keep safe.

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It is not yet outstanding because

 Opportunities for children to explore, build and role play outdoors are not maximised.

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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 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.  The inspector took account of the views of parents, as recorded in reference letters.

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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 partner and one child aged five years in Potters Bar, Hertfordshire. The whole ground floor of the house is used for childminding and there is an enclosed garden available for outside play. The childminder 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 operates all year round from 7.45am to 5pm, 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:

 extend further opportunities for children to explore, build and role play in the outdoor learning environment.

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who attend

The childminder demonstrates a clear understanding of how young children learn through play. She uses her observations of children during play activities to plan effectively for their individual next stage of learning. The childminder is clear about the stage children are at, and how she helps them to progress and develop. At the start of each child's placement, activities are planned using information obtained from parents and from the childminder's initial observations and assessment. This enables the childminder to understand what activities children enjoy and their current capabilities. Assessments show that children make good progress in their learning and development in relation to their starting points, and this is shared with parents.

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who attend

The childminder provides a varied range of interesting play experiences using open-ended resources that develop their independence and curiosity and encourage them to explore. For example, she ignites their curiosity and follows their lead as they select from a range of items placed in a 'feely box'. Children giggle as they discover a toy caterpillar and delight as, supported by the attentive childminder, they learn how to wind up the mechanism to make it move. This successfully promotes their physical skills and supports their active learning. Children make choices as they decide what they want to play with. Resources and activities are easily accessible and children confidently explore their surroundings to initiate their own learning. Outdoors, children choose from a good range of play equipment, including balls, hoops and wheeled toys, to support their physical development. However, opportunities for children to build, role play and explore in the

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who attend

outdoor learning environment are not maximised.

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who attend

The childminder's home is welcoming and a hive of activity. There is a good sense of fun and children enjoy a warm relationship with the childminder. Children show they are settled and they are familiar with the routines in place. They communicate confidently with the childminder and they are able to make their needs known. The childminder promotes effectively children's language development through her supportive interactions during play activities and through her intuitive use of open-ended questioning. She communicates and engages with them enthusiastically as they play. She talks to them about what they are doing, questioning children effectively and giving time for them to respond. The childminder shows children how to pronounce some words by responding and repeating what they say in the correct way. For example, she engages children in conversations as they use construction blocks to build a tower together. The childminder extends children's

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who attend

mathematical learning by encouraging them to count during everyday routines. Consequently, children develop skills that support their future learning and their readiness for school.

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

Children are happy and settled in the warm and caring family environment. The childminder develops secure attachments with all the children, helping them to feel safe and valued in her care. They demonstrate that they are happy in her care as they easily approach her for support and enjoy her relaxed manner. The childminder is a good role model through being happy, calm and kind towards the children, and she sets clear house rules and boundaries. This develops children's understanding of right and wrong. The childminder manages behaviour positively through using praise and encouragement and is consistent in her approach. As a result, children's behaviour is very good. The childminder spends time getting to know the children and their families well. Information from the registration forms and discussions with parents during settling-in sessions enable the childminder to be fully aware of children's individual needs. This allows to settle and

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

develops their self-esteem and confidence, preparing them for different transitions in their life, such as school. The childminder takes time to give each child individual attention, so that they feel they are special and valued. They are motivated to learn because she plans well to meet their needs and offers a wide variety of interesting, accessible resources.

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

Children are encouraged to develop healthy lifestyles because the childminder follows appropriate hygiene procedures and practices that meet their physical, nutritional and healthcare needs. Her guidance and support help children to become independent in their personal care. Children are learning about the need for good hygiene practices as they routinely wash their hands before touching food and after visiting the toilet. The childminder offers nutritious snacks and meals, which include vegetables and fruit. Clear information regarding children's individual health needs, such as allergies, is obtained and adhered to.

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

Safety is given a high priority by the childminder. Her home is safe and secure as she undertakes daily checks and regular risk assessments. Children learn how to keep themselves safe with support from the childminder. For example, she explains the need to clear the floor of construction blocks after play as these may cause an accident if someone trips over them. The childminder also teaches the children road safety and stranger danger when out and about in the local community. Children participate in regular evacuation drills to ensure that they are aware of the procedures to follow in the event of an emergency. This enables them to learn how to keep themselves safe and develop skills to underpin their further learning.

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provision

The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements policies and procedures which underpin her service and help ensure the safety and well-being of the children. The childminder shares these with parents so that they understand her responsibilities. She has a clear understanding of safeguarding issues and is aware of the procedures to follow if she is concerned about a child. The childminder understands how to report any concerns to the appropriate agencies.

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provision

Partnerships with parents are very good because the childminder warmly welcomes them into the home and offers a flexible service to meet their needs. She liaises with parents verbally upon arrival and collection to share information regarding individual needs, activities undertaken and any new achievements. The childminder also shares observations, assessments and photographs of children enjoying different activities. This enables parents to be involved in their child's learning and development and work together to enhance children's next steps. Written references from parents are extremely complimentary of the childminder. One writes, 'She provides our son with a warm and caring environment. He is extremely happy in her care and loves going to her'. Another parent comments, 'Our daughter is articulate and confident - no doubt this is mainly due to the childminder's nurturing and the times she spends participating in various activities

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provision

and groups'. They state that they would highly recommend her to others. These strong partnerships with parents support children's individual needs well. The childminder is aware of the benefits of sharing information with other early years providers in order to provide continuity of learning for children.

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provision

The childminder has an effective knowledge and understanding of the learning requirements of the Early Years Foundation Stage. She successfully monitors the educational programmes to ensure that children make good progress. The childminder is committed to improving her service. Through self-evaluation, she takes into account the views of children and their parents and uses this to reflect on the quality of her provision. The childminder is able to identify areas of strength, as well as those that she would like to develop further. She strives to improve her knowledge through accessing relevant training.

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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 EY451391 Local authority Hertfordshire Inspection number 906313 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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