Childminder in Hertfordshire

Inspection date

Previous inspection date 04/06/2014 20/10/2008

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides good teaching through providing a wide range of interesting and challenging activities and resources. She asks children open-ended questions about what they are doing and what choices and decisions they are making and this enables children to be independent and make decisions for themselves.  Children show that they have established strong bonds and attachments with the childminder. Consequently, children's feelings of safety and security are promoted and they demonstrate increasing levels of confidence and self-esteem.  The childminder has established purposeful and effective partnerships with parents and other key persons in the children's lives. As a result, children benefit from consistency and coherence at home, in other settings and with the childminder.  The childminder has a secure knowledge and understanding about her role and responsibility to protect children and keep them from harm. Therefore, children's safety

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It is not yet outstanding because

 There is scope to expand children's opportunities to become competent in their self- help skills, for example, through dressing and putting on their own shoes, in readiness for school.

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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 and interacted with the childminder and children throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector and childminder jointly observed and discussed children's learning and development during a play activity.

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Inspection activities

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

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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 two adult children in Hertford Heath, Hertfordshire. The whole of the ground floor is used for childminding. There is an enclosed garden for outdoor play. The family has two pet cats. The childminder attends toddler groups and activities locally. She visits the shops and park on a regular basis. She collects children from the local school and pre-schools. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. There are currently two children attending who are in the early years age range. Children attend for a variety of sessions.

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

 increase the opportunities for children to become independent in their personal care skills in readiness for school, particularly with regard to dressing themselves.

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who attend

The childminder is experienced and displays a good understanding of the Early Years Foundation Stage. She regularly undertakes observations on each child and these are skilfully used to measure children's progress based on their individual starting points. The childminder successfully uses all opportunities to expand children's language and thinking through play and discussion. For example, children are encouraged to sort and compare the bears into their different sizes and colours. The childminder makes suggestions as to how to balance the scales, which are full of the large bears, asking how many smaller bears may weigh the same. She encourages children to complete large jigsaws by explaining how to recognise the edges and the corners of the pieces and compare these to the picture on the box. This enables children to learn to solve problems and to use books and pictures for reference. The childminder uses appropriate and timely interventions,

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who attend

which enable children to explore and learn safely. For example, children are reminded to toss the ball low or to roll it indoors and they recognise that they could break something if they throw it high. The childminder praises each of the children's achievements, which promotes their self-esteem and gives them confidence to take the next steps in their learning and development. Children freely choose and access a wide range of interesting and exciting activities, which support their good progress across the prime and specific areas of learning.

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who attend

Children regularly attend nursery groups, which enables them to become familiar with learning in group situations. The childminder plans and provides a selection of age appropriate activities, which enable children to gain positive skills and dispositions to learning. As a result, children are effectively prepared for school because of her good quality of teaching. The childminder identifies the next stage in children's learning through her regular observations. She effectively uses these to plan and provide further activities. Children's physical development is well promoted as they are encouraged by the childminder to use a range of resources and equipment in the home, the garden and in local parks where they can climb, jump and run safely.

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who attend

Partnerships with parents are effective, the childminder provides flexible arrangements to meet the needs of individual children and their families. She actively encourages them to be included in their children's learning. The childminder gathers detailed information from parents, which enables her to provide activities and resources to help children to settle quickly and confidently. Children's achievements and ongoing progress are effectively shared. For example, parents speak with the childminder on a daily basis and share information verbally, through text messages and written information. This is effective in encouraging parents to share information about the achievements and progress that they have seen at home. As a result, children's learning and development is successfully promoted because of the consistency between parents at home and the childminder in her setting.

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

The childminder's caring and nurturing manner enables children to form affectionate bonds and attachments with her and her family. Their emotional well-being, confidence and self-esteem are promoted because the childminder values their affection. Consequently, children's behaviour is good and they display a good awareness of behaving in a safe and responsible way. They are happy and content in her care because the childminder provides a calm, friendly and welcoming environment where children are supported to grow in confidence and develop their self-esteem. The childminder creatively provides a good range of suitable equipment and interesting resources which are easily accessed by the children. This encourages children to be independent, make their own choices and freely explore the well-resourced environment.

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

Children benefit from individually tailored settling-in procedures, which take place in partnership with parents. This enables children to quickly feel secure and happy in the childminder's home. Close links with parents and the childminder's ability to be flexible in her hours of care ensure that children's care needs and well-being are actively supported. The childminder has a good knowledge and understanding about the children in her care and they develop strong attachments with her in return. Children show that they are developing a good awareness of keeping themselves safe. They know that physical activities and ball games indoors are different to those outside because of dangers in the home. Children become accustomed to selecting where to play and what toys to choose. They competently move from the kitchen to the lounge with the toys and activities of their choice. Children's independence is supported by the childminder who gives clear direction

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

and encouragement to help children to try to do things for themselves, while being aware of safety. This effectively fosters their personal independence skills and self-confidence. As a result, children show that they understand how to keep themselves safe while freely exploring the environment and resources.

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

Children have daily opportunities to take part in a wide range of physical exercise and activities both indoors and outside. They display good levels of competence and understanding in managing their own personal hygiene. However, not all children are fully competent in managing their own clothing when dressing, relevant to the expectations for their age as they are provided with few opportunities to develop these skills. Children's meals are mainly provided by the parents. The childminder is aware of the need to encourage children to adopt a healthy attitude to eating well-balanced snacks of fresh fruit and vegetables. Children are showing that they are gaining in confidence and competence through the childminder's good care practices. As a result, children are developing good levels of emotional well-being in readiness for school.

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provision

The childminder has a good understanding of how to protect the children in her care. She effectively meets the safeguarding and welfare requirements, she ensures that suitable checks are carried out on all adults within the home. Additionally, she completes regular risk assessments inside her home and when outside on trips and outings. The childminder demonstrates a secure understanding of her responsibilities and therefore, children are effectively safeguarded. She is fully aware of the procedures she would follow in the event of a child protection concern being raised.

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provision

The childminder regularly monitors and evaluates the quality of teaching and learning that she provides. She measures this by assessing children's abilities against the typical expectations for their age. She creatively provides interesting activities and resources which are based on children's interests and provide suitable challenges. She uses resources well to engage children in a variety of learning experiences based around their ideas and interests. The childminder continues to expand her knowledge and improve her practice through seeking courses and information which extend her understanding and her experience with early years children.

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provision

Partnerships with parents are effective, the childminder works closely with them to meet the individual needs of the child and their family. Information is shared daily to ensure that parents are regularly informed. The childminder has established good links with other professionals and key persons in local schools and nurseries that children attend. This positively supports consistency in the children's care, welfare and learning. The childminder discusses aspects of her service with parents and other professionals, which helps her to evaluate the strengths and areas for improvement in her practice. Additionally, she values the ideas and feedback she receives from the children. This enables her to have focused plans for further improvements. Since the last inspection, the childminder has improved her organisation and safeguarding procedures, which ensures that she has appropriate written parental consent for medication and outings. She has

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provision

increased her knowledge and understanding of child protection issues and displays a clear knowledge of any action she would need to take to protect children in her care. The childminder has greatly increased the range of activities and resources that promote equality of opportunity and anti-discriminatory practice. Specifically chosen books and activities enable children to learn about different traditions and customs around the world. The planning of the next steps in children's learning has improved and now fully supports children's good progress. Consequently, the childminder displays good motivation and she has the capacity to continue to make further improvements to her early years setting.

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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 EY218602 Local authority Hertfordshire Inspection number 917701 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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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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