Childminder in Hertfordshire

Inspection date

Previous inspection date 11/06/2014 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 uses effective teaching methods to support and extend children's learning to a good level. She skilfully questions children to find out their understanding and encourages them to explain and give instructions to others. Children demonstrate good social skills and are confident in making their needs known.  Strong links with parents ensure the childminder has a good understanding about children's individual needs and family backgrounds.  The childminder has a clear understanding of safeguarding issues and how to keep children safe. Effective routines and risk assessments enable her to monitor and maintain children's safety and well-being at all times.  Children's personal, social and emotional development is fostered well as children are involved in caring for the rabbit and growing fruit and vegetables in the garden.

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It is not yet outstanding because

 There are limited resources available for children to use to build on their imaginary play and enhance their role play.  There is scope to strengthen links with other early years settings to share information about children's next steps to enable them to further support children's 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 observed activities in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of adults in household and a range of other documentation, including the safeguarding procedures.  The inspector talked to one parent to seek their views.  The inspector reviewed the provider's self-evaluation through discussion.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Welham Green, Hatfield in Hertfordshire. The whole of the ground floor, and the rear garden are used for childminding. The family has a rabbit. She visits the shops and park on a regular basis and collects children from the local schools. There are currently two children on roll, both of whom are in the early years age group and attend after school. The childminder operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 provide additional resources, such as dressing-up clothes and props, to further enhance children's imaginary play

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

 strengthen links with other early years providers that care for the children, in order to encourage further exchange of information regarding children's learning and development.

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who attend

The childminder knows the children in her care well. She has a good understanding of how children learn, which means she is able to provide them with a wide range of freely chosen and planned activities. This ensures that children are engaged and motivated in their learning. Children are able to make choices in their play as the childminder presents a range of resources that children can see and easily access themselves. The childminder shows a keen interest in what children enjoy doing. For example, each child is given an opportunity to talk about what they have been doing at the weekend or at school that day. Other children patiently listen to one another and are encouraged to ask questions. This develops their communication skills as well as their understanding of importance to take turns and listen to others.

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who attend

Observations and discussions with parents and other early years providers support the childminder in planning for children's learning. However, there is scope to strengthen partnerships with other providers children attend to share children's individual next steps. The childminder ensures that she is able to meet each child's individual needs effectively and plans using children's interests and current stages of learning. The childminder is fully aware of her role and has the necessary documentation in place to support her in carrying out the progress check for children between the ages of two and three years when the need arises. Parents are asked to share information about their children's starting points or capabilities when their child first attends, to enable the childminder to plot their progress and development. The childminder verbally discusses with parents their children's progress. In addition, parents contribute information about their child's learning at home

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who attend

and talk to the childminder about the next steps in their learning. This ensures that children receive relevant support and continuity in their learning and development.

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who attend

Children take turns as they play a board game, matching the colour counters. The childminder asks the older children to explain the rules of the game to the others and all the children participate in the game, recognising and naming the colours. Children are confident talkers, who are able to express themselves well. For example, one child explained that he had a wet tissue and plaster on his cut knee to 'keep the germs off'. They broaden their vocabulary as they describe what their snack tastes like. Children enjoy visiting the park and soft play areas, where they can practise their physical skills, such as climbing and balancing. The childminder also incorporates other aspects of learning at the same time, for example, counting how many star jumps they can do. Children engage in lots of role play, for example, rescuing the princess and pretending to be pilots in their plane, while in the car. The children often involve the childminder in their

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who attend

imaginary games, for example, they ask her to capture the princess so that they can rescue her. However, there is a lack of resources, for example, dressing-up clothes and props to further enhance their creativity and extend their pretend play. Children have opportunities to share simple reading books and practise their letter formation with the childminder, to prepare them for the next stages of learning at school.

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

Children form strong, emotional bonds with the childminder, her grandchildren and the other children being cared for. All children are developing very good social skills because the childminder is a good role model. Children are kind and gentle as they play alongside each other, the older children care for the younger ones as they help them down the slide and all children take turns as they play a board game. The childminder's sensitive approach, encouraging children to find their own solutions to arguments over toys and the setting of clear boundaries, help children to learn about good behaviour. Consequently they are learning to share and understand the feelings of others. Children are independent in managing their own personal needs and those of others. For example, they sing a rhyme to remind them to use soap when washing their hands and understand what they need to do to care for the rabbit.

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

Children learn about a healthy lifestyle through every day routines. They are involved in growing fruit and vegetables in the garden and children are given healthy snacks and have access to drinking water throughout the day. The childminder helps children to learn about keeping themselves safe as she asks them to explain when they think it is safe to cross the road. Gentle explanations about the possible consequences help to strengthen children's understanding of keeping safe. For example, she reminds them that they must not open the door, when their parents arrive and what could happen. The childminder plans activities to extend children's physical skills. In addition to using apparatus in the park and soft play areas, children do exercises and stretches with the childminder indoors. The childminder ensures that she helps children become familiar with a new setting by talking to them about what to expect, visiting and meeting the teacher

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

with them. Children's independence is fully promoted as they are supported in exploring the resources and initiating their own play. This helps them to develop the skills required for future learning and also prepares them for the move to pre-school or school.

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provision

Children are effectively safeguarded because the childminder demonstrates a secure knowledge of her role and responsibility with regards to protecting children. She has attended safeguarding training as part of her initial childminding training course and has clear written procedures and information in place to support this area. The childminder meets the safeguarding and welfare requirements and all adults living on the premises have been vetted to ensure they are suitable to work and be around children. She childminder completes a daily risk assessment of her home in order to ensure that children can play in a safe and secure environment. She completes additional risk assessments for any outings and this includes her visiting the venue beforehand. She shares a range of clear policies and procedures with parents that she implements into her daily practice.

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provision

The childminder is committed to improving her practice and has made some improvements since registration. For example, updating the children's record of information to include more details. She seeks verbal feedback from parents to support her in identifying areas for development. Although the childminder has not attended any recent training, she understands her responsibility in finding and attending training courses that she feels will benefit her practice. The childminder researches online and uses her discussions with other childminders to update her knowledge and skills. She uses a range of early years documents and the expected development bands for each age to support her in continually monitoring children's progress.

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provision

Partnerships with parents are strong and they speak highly of the childminder. She ensures that she works with them to meet the needs of the children as effectively as she can. Her good procedures for working with parents mean that children's care is consistent and parents are well informed about their child's activities and progress. The childminder has no experience of working with other agencies but knows who to contact if she needs support and advice. Although she has established links with other early years settings that the children attend, there is scope to exchange more information so that they can continue to work together to promote children's learning and development further.

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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 EY445216 Local authority Hertfordshire Inspection number 886306 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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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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