Childminder in Hertfordshire

Inspection date

Previous inspection date 08/05/2014 19/09/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 encourages parent's active involvement in observing and tracking children's development which means that her assessments of their learning are an accurate reflection of what children can do.  The childminder reads stories with children, encouraging them to predict what will happen next by looking at the pictures which peaks their interest in books and reading and promotes their communication and language.  The children know what the childminder expects of them and they behave well because of the clear and precise guidance she gives them.  The childminder has a good awareness of child protection and safeguarding because she has refreshed her knowledge through recent training. Consequently, she has updated and improved her policies to ensure children are kept safe in her care.

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It is not yet outstanding because

 Currently, some toys are not stored very well, meaning that children cannot always make free choices about resources or help with tidying away after play.  The childminder does not always explain to children why some hygiene practices are important to enhance further their understanding of keeping themselves healthy.

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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 lounge and dining room.  The inspector had discussions with the childminder and children.  The inspector discussed a planned activity with the childminder.

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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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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged seven, four and two-year-old twins. They live in Hemel Hempstead, Hertfordshire. The ground floor of the house and rear garden are used for childminding. The childminder attends groups for children and visits the park on a regular basis. She walks to the local schools and pre-schools to take and collect children. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6.30pm, Monday to Saturday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder has a recognised childcare qualification at level 3.

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

 encourage children to have greater control in selecting resources by organising the storage of children's toys and activities to ensure they can choose them more easily and help to put them away again after use

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

 enhance children's understanding even further about how to keep themselves healthy by teaching them about the reasons for using good hygiene practices.

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who attend

The childminder plans interesting and creative activities for children to enjoy. She observes that some children do not always display an interest in mark making through drawing and writing and so finds ways to ignite their interest. For example, the childminder attaches pencils to toy cars which children zoom up and down on paper observing the lines they create. She encourages big drawing and colouring, where children colour a large cardboard house which they can play inside. This increases children's skills in using tools and helps them to develop the small muscles in their hands. Children develop the larger muscles in their bodies by playing at local adventure parks and play parks. They enjoy climbing up equipment and then jumping off, as they test out what their bodies can do. Children engage in role play and make believe as they dress up and play with action figures, using their imagination. When children play in this way, they use

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who attend

narration to talk about what the figures are doing. This helps children to express their ideas. The childminder understands that talking is an important way for children to learn language. She discusses children's ideas with them and encourages them to express how they are feeling and what they would like to do. When they talk, she listens showing them it is of value. Consequently, children are very confident to talk with children and adults.

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who attend

Children listen intently at story time because the childminder makes stories interesting and fun. She encourages children to predict the end of sentences by looking at the pictures for clues. Children study the illustrations and talk about what they see. This draws children into the story and they show their obvious love of books by asking the childminder to read more. This helps children to develop literacy skills and also enhances their ability to concentrate and problem solve. These important skills are vital for children's future learning and readiness for school. The children ask the childminder for toys they want to play with and return to their favourite activities frequently, such as the play kitchen. However, the arrangement of toys in boxes under the alcove of the stairs, limits children's ability to select some toys independently to fully lead their play. Furthermore, it prevents them from tidying the toys away after their have finished playing in order to take some

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who attend

The childminder has developed successful ways to include parents in children's learning. She shares children's development files with parents on a regular basis and they use the childminder's tracking books to record their own observations from home. The childminder then uses this information to plan for children's next steps in learning. She adopts the same approach with other settings where children attend. The staff track children's progress to date and this identifies how the childminder can complement their learning in her care. This effective exchange of information means that the childminder builds an accurate picture of children's actual abilities and she is able to precisely plan for their individual learning. This useful method of assessment means that all involved in children's learning share the same information and are able to help children to make consistently good progress.

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

Children form close bonds of attachment to the childminder because she is warm and attentive to their needs. She becomes familiar with their families and home lives and completes an 'all about me' sheet which helps her to build up a picture of what makes children unique. The childminder asks parents about what currently interests children and finds ways to include these in her own plans. The childminder invites parents to accompany her and the children on outings where possible. This helps children to feel settled and secure and to trust the childminder. As children get older, the childminder finds ways to help them to prepare for starting school. She encourages their independence in getting dressed and putting on their shoes and teaches them to use the toilet without needing support. The childminder takes children to regular groups outside of the home where they mix with other children. This helps them to meet up with children who they

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

will go to school with and helps them to become comfortable in group situations. The childminder asks children if they are hungry or tired, which helps them to have control over their daily routine and to recognise their own needs.

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

The childminder encourages children to sit at the table together to eat their lunch. She provides healthy snacks and explains to children that fruit is good for their bodies. Children enjoy walks around the local area with the childminder as they learn about the importance of fresh air and exercise. Children wash their hands after they have used the toilet, but are not as clear about hand washing routines before eating. The childminder reminds them of the need to wash their hands but, she does not clearly explain to them why hand washing is so important. Therefore, children do not fully understand about some of the hygiene practices they follow and how they contribute towards maintaining their good health. The childminder teaches children to behave well by giving them clear boundaries. If children's behaviour fails to meet her expectations she says 'no thank you' and tells them what behaviour is unwelcome. This gives young children a good

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

understanding about what it is that she disapproves of and they moderate their behaviour, as a result.

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

The childminder encourages children to take small manageable risks in their play. She gives them rules to which physical, superhero style play must follow, meaning that children can play in ways they want and understand that this must be safe. When children lay on the floor while eating their snack, the childminder tells them to sit up and explains why lying down while chewing food is dangerous. As a result, children are able to understand about how to keep themselves safe.

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provision

The childminder attends training to refresh and update her knowledge of safeguarding. She reviews her policies and procedures to reflect her greater understanding and puts these into place effectively. The childminder knows that children benefit from using technology and puts measures in place to keep this safe for them, such as parental controls. She applies the same approach to her own use of technology by using passwords and by deleting photographs after she shares them with parents. The childminder is able to recognise the signs and symptoms which might cause her concern about children's welfare and knows the appropriate action to take to report any such concern. The childminder maintains a safe environment by conducting risk assessments of her home. When she identifies a potential hazard, such as the garden fence being unstable due to recent high winds, she prevents the children from using the garden until the area has

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provision

The childminder finds ways to develop her practice. She reads books about the Early Years Foundation Stage curriculum, is part of a local childminding group and attends training. This enables her to make improvements to the quality of care she provides which benefits children. The childminder has addressed all the actions raised at her last inspection and uses self-evaluation to identify further areas she would like to improve upon. For example, the childminder is looking into foundation degree courses in early years to advance her already good knowledge about children's development. Parents share their views through completing questionnaires and the childminder takes their suggestions on board, for example, she provides care on a Saturday in response to parents' needs. The childminder reviews the activities she provides and shares ideas for children's learning activities with her childminder group. This helps her to consider how effective they are and how they can

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provision

be extended to further challenge children. The childminder monitors children's progress well and is aware of how to complete the progress check at age two, should the need arise.

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provision

The childminder does not currently care for children who have additional needs, but is aware of the professionals she would need to work with should the need arise in the future. The childminder is proactive in building productive relationships with the other settings where children attend. This enables her to complement children's learning very well. The childminder develops strong relationships with parents who express their appreciation of her care and delight in the good progress children make as a result of her teaching.

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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 EY369153 Local authority Hertfordshire Inspection number 963311 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 2 Number of children on roll 4

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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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