Childminder, Out-of school day care in Hertfordshire

Inspection date

Previous inspection date 09/06/2014 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

 The childminder has a good understanding of how to promote children's learning and development. Teaching is good, she observes their skills and plans interesting activities to suit their interests and educational needs.  The educational programme promoted at the childminder's provision, provides children with a good balance of child-initiated and adult-led opportunities. Children benefit from a variety of resources and toys to support their imaginative play and are eager to participate in activities led by the childminder.  Children settle well and are very comfortable in the childminder's care. She is very caring and attentive towards them and effectively provides for their individual needs.  The childminder is a good role model for children. She often praises and encourages them to be kind and polite during play and care routines.  The childminder has a good understanding of the safeguarding and welfare

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This provision is good

requirements. She shares policies and procedures with parents to ensure they understand her commitment and the steps she will take to protect the children in her care.

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It is not yet outstanding because

 There is scope to enhance the partnership with parents to ensure they have further opportunities to contribute to their children's learning at the childminder's provision.

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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 with children and interacted with them throughout the inspection.

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Inspection activities

 The inspector held discussions with the childminder and conducted a joint observation.  The inspector had a tour of the indoor and outdoor areas used for childminding.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation, including the safeguarding procedures.  The inspector took account of the views of parents in recorded feedback letters.

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Inspection activities

 The inspector looked at the childminder's training certificates and checked evidence of suitability for all adult household members.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 12 and 15 in a house in St. Albans, Hertfordshire. The whole of the ground floor and the rear garden are used for childminding. The childminder attends activity groups at the local children's centre. She visits the shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, one of them is in the early years age group and attends for a variety of sessions. The childminder operates Monday to Friday from 7.30am to 6.30pm, all year round, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance further the current opportunities parents have to participate in their children's assessment and planning at the provision in order to maximise their learning experiences.

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who attend

The childminder has a good understanding of the requirements of the Early Years Foundation Stage with regards to supporting children's learning and development. She identifies children's starting points in partnership with parents and effectively plans for children's initial experiences at her provision by taking into account their interests and home learning. The childminder routinely observes children during their time with her. She assesses their skills to identify their next steps in order to plan activities to promote their needs. Children participate in a variety of interesting and challenging activities related to their individual interests to further develop their skills. For example, children are very interested in playing with cars. The childminder engages their interest to plan activities for them to learn how to handle writing tools and scissors. Children draw cars and use scissors to cut out pictures. Children are very eager to participate in activities led by the

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who attend

childminder and they engage well in their learning. For example, the children play with the cars and garage. The childminder brings the modelling dough to the activity and children use it to build tracks for their cars to ride on. While children enjoy playing the childminder takes the opportunity to teach them colours. Children benefit from the good balance of adult-led and child-initiated experiences.

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who attend

Teaching is good because the childminder understands well the aptitudes of children in her care. She effectively interacts with them to ensure their learning is promoted during their time at her provision. Educational programmes at the childminder's provision meet children's interests and are appropriate to their stages of learning and development. For example, the childminder understands the importance of the prime areas of learning for younger children and ensures their communication and language development are effectively supported. The childminder holds reading sessions and children are provided with a variety of books, which are related to their interests, to explore. She effectively uses books to expand children's learning experiences. For example, children are interested in a book about caterpillars and butterflies. The childminder reads it with them and plans challenging activities, such as looking for the caterpillars and butterflies during outdoor

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who attend

play. She provides children with good opportunities to learn literacy skills; they discuss the different pictures in the book and the transformation the caterpillar goes through in order to become a butterfly. Children have excellent opportunities to socialise and play in bigger groups. The childminder organises regular outings, play dates and group activities with other childminders and children to maximise their experiences in her care.

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who attend

The initial partnership with parents is good and the childminder understands the importance of working together to support children's learning and development. Parents share information about their children's skills during settling-in sessions. However, there is scope to enhance the ongoing opportunities parents have to participate in their children's assessment and planning at the provision to ensure children's learning is maximised. The childminder effectively supports children to communicate their ideas and needs. For example, she consults children about what they would like to do next when an activity is over. She provides them with good opportunities for imaginative play and children independently access resources of their choice to extend their learning. Overall, children are making good progress in their development and are gaining many valuable skills to support them in the next stages of their learning.

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

The childminder's provision is very welcoming. Children create strong bonds with the childminder and are happy in her care. The childminder gathers all the relevant information from parents about children's individual care needs before they start attending her provision. There is a flexible settling-in procedure and parents are welcome to stay and play with their children until they feel comfortable with the childminder. The daily routines of children are flexible and tailored to meet their individual needs. For example, meal and sleep times are organised according to children's routines at home to ensure the transition from home to the childminder's provision is managed sensitively. The childminder provides parents with written and verbal feedback about their children's individual care and education during their time with her after each session. The partnership between the childminder and parents in regards to children's individual care

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

needs is good and children's emotional well-being is effectively supported.

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

Children behave well and effectively listen to the childminder's instructions and guidance. The childminder is a good role model and often praises children. She has high expectations of children and teaches them the importance of being kind and polite. For example, she ensures children use 'thank you' and 'please' throughout their time with her. Children clearly understand their boundaries and the childminder is supportive in teaching them to understand what is right or wrong. For example, children ask the childminder to play outdoors and make their way to the garden. She asks children to come back and put their shoes on, explaining that they need shoes to ensure they can explore the garden and equipment safely. The childminder effectively teaches children about personal risks and outdoor safety. For example, children are encouraged to be mindful when going up and down the steps in the garden. During outings the childminder teaches children the

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

importance of holding hands and being attentive when crossing the road.

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

The childminder effectively promotes healthy living in her practice. She creates very healthy menus in partnership with parents. She provides children with home cooked meals and a variety of healthy snacks. Children are encouraged to be independent during their personal hygiene practices. They wash their hands independently and find their individual hand towels by identifying their names written on pegs. Children learn to communicate their personal needs in regards to toileting and are effectively supported in learning to use the toilet. The childminder respects children's privacy and has good procedures for nappy changing in place. Children have drinking water available for them at all times and are reminded of the importance of drinking water. For example, the childminder teaches them to drink plenty of water during hot days to ensure their bodies are nourished. Children have good opportunities to exercise and enjoy fresh air. For example, the outdoor

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

environment is very interesting and the equipment available provides children with opportunities to play and develop their skills outdoors. The learning environment allows children to explore all areas available to them independently. Children learn to communicate, to listen, to be independent and respect the environment and others. This prepares them well for the transition to school.

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provision

The childminder has a good understanding of how to implement the safeguarding and welfare requirements of the Early Years Foundation Stage. She maintains a well-recorded documentation with regard to children's care and education. The childminder has good procedures in place to share policies and procedures with parents to ensure they understand how she promotes and provides for children's individual care and educational needs. She participates in training and professional development opportunities to enhance her practice, in order to provide children with effective support and protection. The childminder participates in first aid and safeguarding training to ensure she is up to date with the children's welfare requirements and understands how to support children should a concern arise. All adult household members are suitable to be in contact with the children and the childminder records the evidence of their suitability. The childminder has

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provision

effective procedures in place to ensure the environment is safe and allows children to safely explore it. She conducts daily risk assessments of all the areas available for childminding. The childminder takes children on regular outings and takes all the necessary steps to ensure children's safety.

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provision

The childminder has a good understanding of child development and the requirements to ensure children are supported in their learning and development. She has a comprehensive assessment and planning cycle for individual children. She monitors their development using the Early Years Outcomes document of the Early Years Foundation Stage. The childminder reflects on the activities she promotes for children to ensure they are meaningful to their development needs and interests. For example, the childminder planned a painting activity for children and they preferred to continue playing with cars not showing any interest in painting. The childminder brings the cars to the painting activity and children delight in the experience. She has a good understanding of how to engage children in their learning through their individual interests.

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provision

The childminder consults parents who give their suggestions and opinions through feedback letters and routine discussions. She regularly meets parents to discuss children's needs and home learning to ensure they are provided with a home-from-home environment that meets expectations of parents. The childminder is part of a network of childminders to ensure she has opportunities to reflect on and share good practice with other professionals. She is aware of the services available for children in local children's centres and has good links with local schools and pre-schools. The childminder is in process of expanding her knowledge and understanding on how to effectively complete the Ofsted self-evaluation form. She intends to use the document to celebrate the positive aspects of her practice and to identify targets for future improvement. The childminder has a good understanding of her responsibilities in caring, protecting and educating

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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 EY470050 Local authority Hertfordshire Inspection number 943678 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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