Childminder, Out-of school day care in Hertfordshire

Inspection date

Previous inspection date 30/04/2014 21/10/2011

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

 Good partnerships with parents and other providers gives the childminder a detailed knowledge of children's abilities and interests. This enables her to provide interesting and appropriately challenging experiences, which support children's good progress in their learning.  The childminder has a secure understanding about her responsibility to ensure that children are safe and protected at all times.  Children display very strong bonds and secure attachments to the childminder and her assistant. This is extremely successful in supporting children's feelings of security and emotional well-being.  The childminder provides an abundance of resources, activities and different play experiences for children to choose. This promotes children's independence and enables them to confidently make decisions on how and what they want to explore.

p.1

It is not yet outstanding because

 There is scope to expand the opportunities for children to access all areas of learning in the outdoor environment.

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 and childminder jointly observed and discussed children's learning and development during a child-initiated activity.

p.2

Inspection activities

 The inspector spoke to and interacted with the childminder, her assistant and children throughout the inspection.

p.2

Inspection activities

 The inspector looked at the resources and activities provided and how effectively they are used to support children's play and learning.

p.2

Inspection activities

 The inspector examined a selection of information and documentation relating to the suitability of all adults, children's attendance, safeguarding, welfare and developmental progress.

p.2

Inspection activities

 The inspector took into account the views of parents spoken to on the day of inspection.

p.2

Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who also works as her assistant, and three children aged 20, 17 and 12 years in a house in Welwyn Garden City, Hertfordshire. The ground floor and one bedroom on the first floor are used for childminding. There is a secure garden available for outdoor play. The childminder and her assistant collect children from the local schools and pre-schools. They operate all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. There are currently seven children attending who are in the early years age range. The childminder also provides care for older children. She provides support for children who speak English as an additional language. Children attend for a variety of sessions. The childminder is a member of the Professional Association of Childcare and

p.3

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

 extend the opportunities for children to experience all areas of learning in the outdoor environment as well as they do indoors.

p.3

who attend

The childminder displays a good understanding of the Early Years Foundation Stage and she has attended additional training to support her knowledge. She regularly observes each child and uses the information to effectively monitor children's progress through assessment. The childminder effectively uses opportunities to promote children's communication and understanding of English during play activities. For example, as children are engaged in a chosen activity she asks them open-ended questions about what they are doing. Children who speak English as an additional language are making rapid progress in their understanding and speech. The childminder uses appropriate and timely interventions, which enable children to explore and learn to do things for themselves. For example, children are taught a fun way to put on their coats and jackets and they soon learn to zip them up. Children show determination in achieving their goal. They receive

p.3

who attend

praise from the childminder for every achievement, which results in happy children who are eager to learn. The childminder provides interesting and exciting activities, which support children's good progress across the prime and specific areas of learning. For example, growing seeds and supporting their learning by watching a short video on what to expect as the seeds grow. They show high levels of confidence as they choose which resources they want for their activity, whether it is building a model with bricks or making a den in the garden. Children regularly attend pre-school groups, which enable them to become accustomed to learning in group situations. All children are making good progress in all areas of learning and development. They are displaying positive skills and attitudes to learning, consequently, they are effectively prepared for school.

p.3

who attend

Children's next steps in their learning are identified through the childminder's observations of what they can do and their interests. She then plans activities and themes to extend children's learning further. Regular trips and visits into the community enhance children's experiences and knowledge. For example, children walk home from school in an orderly manner, learning about responsibility and road safety. Children's physical development is well promoted as they are encouraged by the childminder to use a range of resources and equipment in her garden and in the local parks where they can climb, jump and run. As a result, children are making very good progress. However, there is scope to expand the variety of activities provided in the outdoor area, so that they cover all areas of learning in as much depth as those indoors.

p.4

who attend

Partnerships with parents are very good because the childminder supports their involvement in all aspects of their children's learning. She obtains detailed information from parents, which enables children to settle quickly and their ongoing progress is a shared process. For example, parents carry out observations on their children at home, which are included in the childminder's clear and concise assessments of their developmental abilities. This effectively supports children's ongoing progress through consistency at home and in the setting.

p.4

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

The emotional well-being, confidence and self-esteem of children are well promoted because the childminder enables them to form secure relationships, bonds and attachments. The childminder uses good teaching methods as she talks to children at their level of understanding and she values their affection. Consequently, children behave very well. The childminder provides a calm, friendly and welcoming environment where children are happy. Children easily access a good range of suitable equipment, toys and resources. This effectively supports their independence and choice. Children display high levels of confidence and self-esteem. They are happy and enjoy their time with the childminder, freely exploring the well-resourced environment.

p.4

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

Individually tailored settling-in procedures in partnership with parents enable children to feel secure and happy in the childminder's home. As a result, children's care needs and emotional well-being are promoted. The childminder and her assistant display a detailed understanding about the children in their care and children have developed strong relationships with them in return. Children show that they have a good awareness of keeping themselves safe. They respond to the childminder's effective communication, showing that they understand their boundaries. For example, knowing where to stop and wait for the childminder on the way home from school and understanding the danger of moving cars. Their independence is supported by the childminder who holds back and verbally encourages children to try to do things for themselves. This is effective in promoting children's personal independence skills and self-confidence. Consequently,

p.4

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

children display a good understanding of how to keep themselves safe.

p.5

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

Children have regular opportunities to participate in a wide range of physical exercise. They regularly use the equipment in the childminder's garden and visit the park and play areas to promote their climbing and balancing skills. Activities, such as growing cress, supports the children's understanding about nature and healthy foods. Children participate in the preparation of their own meals and snacks, competently using knives to spread and cut. Children show their independence and skill as they handle and use tools safety. The childminder successfully promotes children's growing independence by using a wide range of resources and activities, which enable them to make good progress in the prime areas of learning. Consequently, children's skills, understanding and emotional well-being are well met in readiness for school.

p.5

provision

The childminder demonstrates a good understanding of how to protect the children in her care. She effectively meets the safeguarding and welfare requirements by carrying out risk assessments, which focus on the premises, outings and the collection of children from school. She is fully aware of the number of children she may care for while working with her full-time assistant and they deploy themselves effectively to ensure children are well supervised. The childminder and her assistant have recently updated their safeguarding children training, which ensures that they are fully aware of the procedures to be followed in the event of a child protection concern being raised. Additionally, the childminder ensures that suitable checks are carried out on all adults living and working within the home while children are present. The childminder and her assistant have a clear understanding of their responsibilities, therefore, children are effectively safeguarded.

p.5

provision

The childminder has effective procedures in place to monitor and evaluate the quality of teaching and learning that she and her assistant provide. She evaluates the effectiveness by assessing children's progress and by providing children with a wide range of learning opportunities and activities, which are well matched to their individual needs and interests. The childminder continues to strive for further improvement by expanding her knowledge through regular training and workshops.

p.5

provision

Partnerships with parents are extremely effective because they work together with the childminder. Written observations, daily diaries, verbal and electronic communication enable parents to be regularly informed and actively participate in their children's ongoing learning. Partnerships with other local early years settings are also good because the childminder strives to promote a consistent approach in children's learning. She has introduced home school books to enable teachers and key persons to communicate directly with the parents who do not take their own children to and from school. The childminder regularly seeks the views of the parents and other professionals. This enables her to evaluate the strengths and areas for improvement in her practice. In addition, she has focused plans and ideas of further improvements she wants to make to benefit the children's experiences. This shows that she has the enthusiasm and capacity to continue

p.5

provision

to make improvements to her early years setting.

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 EY366905 Local authority Hertfordshire Inspection number 972431 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 21

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