Childminder in Hertfordshire

Inspection date

Previous inspection date 28/04/2014 30/09/2013

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder teaches children the basic skills they need to make progress in their learning. Children's learning is supported as they are taken out in the community and attend various play sessions. Consequently children are confident and have good social skills.  The childminder knows about the children's individual needs because there are good links with parents. Resources are varied and easily accessible. Children are beginning to demonstrate an awareness of their own safety as they are involved in everyday routines.  The childminder has effective daily routines and risk assessments to monitor and maintain children's safety and well-being. She has a commitment to training and a secure understanding of safeguarding procedures.

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It is not yet good because

 Questioning during activities does not fully promote children's communication and language skills.  The childminder does not make the most of everyday opportunities to fully promote children's independence.  Planning is not fully effective in taking into account children's interests and stages of development to fully support their next steps in learning.

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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 talked to children and watched them play, have a snack and eat their lunch.  The inspector looked at a selection of documents relating to the children's progress.

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Inspection activities

 The inspector talked to the childminder about the daily routines and how she meets the needs of the children in her care.

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Inspection activities

 The inspector looked at a selection of documents to ensure the safety of the children through effective safeguarding procedures and for the smooth running of the care arrangements.  The inspector carried out a joint observation with the childminder.

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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 is also a registered childminder and a son aged 10 years in Borehamwood, Hertfordshire. The ground floor of the house is used for childminding. Children do not generally access upstairs other than to use the family bathroom. The childminder keeps a tank of fish as pets. Children use an enclosed area of the garden for outside play. The childminder collects children from the local schools and pre-schools. The childminder cares for children who speak English as an additional language. There are currently six children on roll in the early years age group and four children attending full-time school. All children attend for a variety of sessions. The childminder cares for children all year round, from 7am to 7pm, Monday to Friday, except bank holidays and family holidays and is a member of the

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Information about the setting

Professional Association for Childcare and Early Years.

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must:

 review the planning to ensure it is consistently building on children's existing talents and interests and takes account of the next steps in their learning.

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

 review the familiar routines and environment to extend opportunities for children to develop their independence skills

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

 improve the spontaneous questioning of young children and those who speak English as an additional language to ensure it is fully matched to children's needs and promotes language skills to support their future learning.

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who attend

The childminder has a sound understanding of the learning and development requirements of the Early Years Foundation Stage and implements it to meet the children's overall needs. The childminder has an effective settling-in process. The information from parents on the 'record of children's individual needs' form is used to help the childminder to meet children's developing needs. The childminder completes the learning assessments which are recorded in the children's learning journal. The progress check at age two is carried out and a written summary is shared with parents to enable them to support children's developing skills at home. The childminder spends time observing what the children can do and assesses their progress. However, planning does not fully take account of children's interests and their next steps to consistently promote their overall learning. The childminder cares for children who speak English as an additional language.

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who attend

However, gaps in children's speech and language development are not fully addressed within the activities provided or the planning of the next steps in their learning. This means their progress is satisfactory rather than good.

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who attend

Young children enjoy their time in the childminder's home because there are a wide variety of toys available to explore. They can select books and toys from the low-level storage units which builds on their independence. Children enjoy story time and the childminder teaches them to listen and sit together as she reads stories that they can join in with. Children call out words, which shows they understand the storyline, but pronunciation and clear speech is not always fully supported at this time. The childminder talks to children and reminds them of how butterflies landed on their heads at a previous visit to a butterfly farm. This builds on their interests, attention skills and understanding of the wider world. The childminder supports children's play as she adapts and adds to the toys so they can develop their own play ideas. Children are familiar with the items in the doctor's medical box. They use the stethoscope and pretend to give medicine to the

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who attend

childminder and to each other. The childminder extends familiar events in the children's play which appropriately builds on their personal, social and emotional skills.

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who attend

Parents receive regular updates through the use of a daily diary, quick chats and more detailed discussions over a cup of tea at the end of the week. The childminder shares details on children's learning and development as well as their welfare as she sends home their learning journal every half term for parents to see. The childminder discusses children's favourite toys and activities with the parents and this helps parents use them to continue children's learning at home. The observations and photographs in the children's learning journals show that they take part in a range of interesting events and activities. Young children are taken out most days to creative play and activity sessions. They visit play areas at garden centres and use the space and physical play apparatus at the local children's farm. Children gain the basic skills they need to make progress and achieve in their future learning at other early years settings.

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

Children are developing positive relationships with the childminder and the other children cared for. They demonstrate they are comfortable in the childminder's home as they readily approach them for reassurance and support. The childminder finds out valuable information from parents about their children's individual daily care routines during the settling-in period. This means she can promote their personal care and support their emotional development effectively. For example, cloakroom and good nappy change routines ensure children have positive experiences during their own personal care routines. The childminder reinforces positive behaviour and she adequately supports children to behave well. She uses appropriate praise and thanks the children when they share the toys with each other. Children are beginning to feel confident in familiar surroundings and when they attend the various toddler and activity groups in the

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

community. Young children visit the school to pick up the older children and become confident around the school premises. These experiences help children to be suitably prepared for their move onto school when the time comes.

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

The childminder has some resources which reflect the differences in society and this helps children gain an appropriate awareness of the wider world in which they live. Children have good opportunities to enjoy a wide range of outings. They are taken out to explore their local community and to practise and extend their recently acquired physical skills at activity groups, play sessions and in the garden. Children are helped to understand the importance of adopting healthy habits and the importance of a healthy diet. They are offered nutritious home-cooked meals and healthy snacks.

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

Children understand and are familiar with the daily routines. When the childminder tells them that lunch is nearly ready they move eagerly to the table, find their chairs and sit up ready for their meal. Younger children put their arms up to be picked up and put in their highchairs. However, their independence is not fully encouraged as they are not always given the opportunity to attempt to serve themselves at meal and snack times. Their lunches and snacks are served to the children so they do not have choice or are able to make choices about what they would like on their plate or in their snack bowl. The childminder teaches children about good hygiene practices as they understand the routine to wash their hands before lunchtime. Children respond to the childminder when asked if they need a nappy change and they are cooperative in finding their own bags from their named hooks in the hall and help to find their nappies. The childminder teaches young

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

children to be aware of their own safety as she reminds them to take care and they are learning to be aware of other children playing nearby. Some children are keen to help the childminder tidy away the toys and she explains that they can make more space for them to play. Younger children are sometimes encouraged to help which supports their developing independence.

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provision

The childminder understands her role and responsibilities to meet the requirements of the Early Years Foundation Stage. Children are protected as the childminder has sufficient awareness of how to safeguard children, which includes the reporting procedure to follow if there are concerns about a child in her care. She shares this information with parents by sharing her policies and procedures based on the Local Safeguarding Children Board documents. The childminder maintains risk assessments and daily checks to help keep children safe both indoors and on outings. She is clear about minimising risks to children.

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provision

The childminder monitors the provision and children's progress through regular discussions with the co-childminder about what is working well and areas of their practice to be developed and improved. The childminder builds appropriate relationships with other professionals working with the children and their families. She uses the children's centre services for additional support and training opportunities. The childminder supports working parents and she regularly takes the children to the child development clinic to be weighed.

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provision

Parents are welcomed into the childminder's home and are frequently asked for their views on the setting. New parents are shown a book of comments and compliments which reflect the very positive care arrangements that have been in place, for some families, over many years. Parents report that they are very happy with the childminder and co- childminder; the children love to come and often do not want to go home. The childminder has effective links with home to support children's well-being 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 EY370601 Local authority Hertfordshire Inspection number 966380 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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