Welman, Brenda Irene

Inspection date

Previous inspection date 04/03/2014 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 enjoy a wide range of learning experiences both in the setting and outside. As a result, they are making good progress in all areas of learning while developing a good understanding of the world around them.  Children form secure attachments with the childminder. She provides a caring and supportive environment for them and there are appropriate safeguarding procedures are in place to protect them.  Parents appreciate the time the childminder spends with their children and the information she provides to show how she supports their children's development and welfare.

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It is not yet outstanding because

 There is room to extend the educational programme for communication and language development even further by displaying photographs and pictures and talking about them with the children.  There is scope to strengthen the links with parents, so that they routinely share about what children are learning at home, so this can be taken into account when planning activities to extend children's good learning even further.

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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 spoke to the childminder at appropriate times and looked at a selection of policies and children's records. She also checked evidence of suitability for all adults living on the premises.

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Inspection activities

 The inspector looked at children's assessment records and discussed how these are used to monitor children's progress.

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Inspection activities

 The inspector observed activities in the play room and observed a meal time. She also took account of parents views from references and questionnaires.

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Information about the setting

The childminder was registered in 2010. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child in a house in Hemel Hempstead, Hertfordshire. The whole of the home is used for childminding. There is an enclosed rear garden for outdoor play. It is on two levels with steps leading to the raised grassed area. The childminder attends age-appropriate groups with children. She takes and collects children from the local schools and pre-schools. There are currently four children on roll who are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of a local childminding group.

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

 extend the educational programme for communication and language even further by using, for example, familiar photographs and pictures to introduce new words and encourage responses from children

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

 strengthen opportunities for parents to contribute more information about what children do at home and use this shared knowledge to plan together and think through ideas of how to move children even further forward in their learning.

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who attend

Children are making good progress in their learning and development. Since registration the childminder has developed a secure knowledge of the Statutory framework for the Early Years Foundation Stage. She knows the children in her care very well. For example, she knows their interests, what they can do and what the next steps in their learning are. She uses themes for her planning, such as transport and animals and incorporates children's interests into these. For example, an interest in tractors is used to help engage some children in a painting activity. They concentrate on making marks with the wheels and move on to using other tools available for them. As a result, they learn how to hold brushes and sponges to create pictures of their choice. This supports children's hand-eye co-ordination which are necessary skills for hand writing as children grow. Completed art work adorns the walls and windows of the playroom. This shows them children's efforts

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who attend

are very much valued and gives them a sense of belonging. Children demonstrate that they are active learners when they help themselves to the wide range of books and toys available for them. These are of good quality and are rotated to ensure children are always interested in their surroundings. Books are well displayed and regularly shared so that children learn that print carries meaning. Interactive books showing pictures of animals maintain younger children's attention so that they too can enjoy the story session. In addition, children are regularly taken to the library where they join in with activities, such as rhyme time. This supports children's language development. The childminder acknowledges children's early attempts in speaking. She supports them well by giving them lots of eye contact, repeating words back to them and providing a running commentary as they play. This helps children's emerging language skills and to become

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who attend

confident in using language. However, there is potential to build on the already good programme for communication and language, for example, by displaying photographs and pictures of familiar people, objects and events in order to prompt additional responses, conversation and language.

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who attend

Children demonstrate that they are developing good skills to aid their readiness for their next steps in their learning, such as starting nursery or school. For example, counting skills are promoted during play and children learn early number skills through action songs. The childminder makes good use of local community groups to provide additional learning activities for children. These include purposeful outings, such as 'wildlife walks'. These outings are well managed so that good opportunities are taken to promote children's learning. This promotes children's understanding of the world around them. The childminder also effectively uses a local childminding network group where good ideas are shared. In addition, they organise group activities, such as art and craft activities and additional outings to animal parks. This provides children with socialisation skills as they move on their learning. The childminder allows children the time and space to play without

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who attend

intervening unnecessarily. This allows children opportunities to discover things for themselves. However, she is nearby to offer support and guidance as necessary. For example, children express an interest in a threading activity. Praise and support means that children concentrate and complete the task. As a result, they develop good levels of self-esteem.

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who attend

The childminder's observations of children are very well documented. For example, children's learning journals are of good quality. They clearly show children's progress over time and include pictures of children engaged in purposeful activities, such as painting and sand play. The chidlminder gathers information from parents when their children first start about their routines, interests and individual needs. She uses information from observations to monitor children's development and to plan for the next steps in their learning. The records are shared with parents and provide them with details of how their children are progressing. Parents say that the childminder always tells them about their child's day through and what they have learnt. However, there is scope to build on the strategies to strengthen parents involvement in their children's learning. For example, by obtaining information from parents about what children have been doing at home to

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

Children enjoy warm relationships with the childminder. New children settle easily as valuable time is taken to get to know them well. This means that children can become familiar with their new surroundings and feel secure. Comforters are easily available and this contributes to the children feeling settled. The childminder has created a welcoming environment for children. As a result, they are well-motivated to explore and actively engage in learning. The childminder obtains a range of information from parents prior to their children starting with her. This ensures she is fully aware of children's individual needs, abilities and preferences to help them make a smooth transition between home and the childminder's care.

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

Children are learning to treat each other with respect. For example, clear explanations and boundaries helps children learn right from wrong. This contributes effectively to preparing children for the next stage in their learning such as mixing with others as they move on their learning. The outings to age-appropriate groups helps children to develop confidence in group situations. This also supports transitions to other settings as children grow. Praise is provided for all tasks. For example, they help to tidy up the toys so that they have room to play another chosen activity. This helps children to learn how to play safely and to care for the environment. The childminder continually reviews her good quality resources so that they support children's learning and development. Good use is made of the toy library so that children's emerging interests are supported.

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

Children's dietary needs and preferences are well known. Any meals provided by parents are stored appropriately. Snacks and meals are eaten at the family table and children are encouraged to eat healthy. The childminder understands that sleep and rest are important. She organises her routine to meet children's individual needs and works closely with parents to ensure routines are followed and consistent with home. This contributes further to the continuity of care between the children's parents and the childminder. As a result, children are able to sleep according to their needs. They are checked regularly to ensure they remain comfortable. Children's understanding of safety is promoted during the routine of the day. For example, gentle reminders ensure younger children learn how to use the stairs safely. Children are able practice their physical skills and take supervised risks in their play when they visit parks. Children enjoy riding wheeled toys along the

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

patio. This further supports their physical development.

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provision

The childminder has a clear understanding of her legal responsibilities to implement the welfare requirements of the Statutory framework for the Early Years Foundation Stage, to ensure that children are safe and secure. She has a clear understanding of safeguarding children procedures, such as possible symptoms of children at risk and how to respond to concerns. She attends relevant training to ensure her knowledge is up-to-date. Policies and procedures are comprehensive and are regularly reviewed to ensure that they contain all necessary information. Risk assessments for all areas used by children and outings ensure children are safe as possible at all times. In addition, children are very well supervised and are within the childminder's sight at all times. All adults living in the home have been checked to ensure that they are suitable to be in contact with children.

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provision

This is the childminder's first inspection with children on roll. She demonstrates a commitment to constantly developing her knowledge and understanding of childcare issues. For example, she is currently completing a further childcare qualification. She is using knowledge gained in her practice so that this has a positive impact to children. For example, she has a greater awareness of issues related to child development and how she can effectively support children. The childminder monitors her whole provision, including the educational programmes, through a detailed self-evaluation. Parents and children's views are valued and obtained through discussions and questionnaires. This results in children benefitting from continuous improvements being made.

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provision

Parents state that they are very happy with their children's progress and say that their children 'are settled and secure'. They appreciate the time the childminder spends with their children and the information that she provides. For example, the childminder completes daily diaries and newsletters about children's activities. This means that they have a good range of information about their children's day. The childminder is aware of the requirement to work in partnership with other providers of the Early Years Foundation Stage when appropriate to promote children's learning. There are no children with special educational needs and/or disabilities attending. However, the childminder values partnership working and the impact this can have on children's welfare and learning.

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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 EY402602 Local authority Hertfordshire Inspection number 797345 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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