Childminder in Hertfordshire

Inspection date

Previous inspection date 19/06/2014 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

 Children are given the opportunity to choose what they play with. This gives them the freedom to be creative and become deeply engaged in their learning. Therefore, they are becoming confident learners and enjoy activities and experiences that the childminder teaches them.  Parents are happy with the service provided by the childminder. She has built good relationships with them and incorporates their views into the way in which she works.  Children have a strong bond with the childminder and their personal, social and emotional development is promoted as the childminder offers them regular praise and encouragement. As a result, children are happy and go to her with ease.  Children are being kept safe because the childminder has a secure understanding of her role and responsibility in protecting children. Consequently, the safeguarding and welfare requirements are met effectively.

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It is not yet outstanding because

 There is scope to further encourage children's developing speech and language skills by consistently asking more open-ended questions.  Parents are not always offered information about how they can extend learning at home and thus support children's continuous development.

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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 garden 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 household members and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires.

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Inspection activities

 The inspector talked with the childminder about how she continually improves her childcare service.

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Information about the setting

The childminder 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 and four children aged 20, 17, six and four years in Hatfield, Hertfordshire. The childminder lives in a house and uses the ground floor for childminding. There is an enclosed garden for outside play. The childminder attends various local groups and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. She supports children who speak English as an additional language. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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:

 encourage children's developing speech and language further, for example, by asking them more challenging and open-ended questions

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

 enhance ways of sharing information with parents, for example, by offering more information about how they can further extend children's learning at home.

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who attend

The childminder has a good understanding about how children learn and she shapes activities accordingly. She regularly offers them the chance to choose what they are doing and does not define how they should play. As a result, children are engaged in their learning and grow in confidence. The childminder extends children's vocabulary by speaking slowly so that they understand her. She encourages them to repeat words to her and praises their efforts. She clearly tells them instructions and consequently, children, including those who speak English as an additional language, understand what is expected of them. Furthermore, the childminder uses sign language if needed, to further help children who are less able to communicate verbally. This enables them to fully understand routines and manage their own personal needs. However, there is scope to improve the consistency of the questioning techniques that the childminder uses. For example, she

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who attend

asks children lots of questions but these are not always as effective as they might be as they are not challenging enough or open-ended. The childminder encourages children to speculate and test ideas through trial and error. For example, she encourages children to join trains together with their magnets, by turning them around if they do not connect. Children persevere and are proud of their achievements. Children have sufficient time to practise and reinforce what is being taught to them. This is because she encourages them to keep trying things until they are able to do them alone. For example, at the water play activity, she supports them to try pouring water into the equipment until it flows freely to the bottom. The childminder teaches children to socialise, by encouraging them to play together, share nicely and be kind to one another. They enjoy playing in the garden together and with support, they take turns to push the buggy and use the slide.

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who attend

Consequently, teaching and learning is effective.

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who attend

Children play with resources which support their development across the seven areas of learning. For example, the childminder provides lots of age appropriate toys to support their understanding of the world, mathematical and physical development. The move on to other settings, such as school, is well-promoted by the childminder. For example, she regularly talks to children about school and what it is like to attend. She tailors the activities that she provides to make them more adult-directed, to enhance children's ability to maintain their focus for longer periods of time. She also offers support with the learning of phonic letters, numbers and self-help skills, such as toileting and hand washing. Therefore, children are ready for the transfer to school when the time comes. Older children take part in activities that promote the specific areas of learning. For example, she offers plenty of non-prescriptive arts and craft materials for children to use, to design

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who attend

any item they would like to. They use their imagination and create unique artwork, which they are proud of. The childminder links the topics that she teaches to those from the local school, such as a recent theme to promote the world cup. For example, children in her care recently created painted paper plate flags of the different countries who are taking part in the competition. Furthermore, she offers older children regular opportunities to bake, where they weigh and measure ingredients. As a result, older children are learning important skills, such as following instructions, which they need for school.

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who attend

The childminder creates a learning journal for each child in her care. She assesses children when they start with her so that she can identify what level they are at and if there are any gaps in their development. She uses this information to informally plan exciting and challenging activities to try to close these gaps. She records observations about the children, along with photographs of them, in the learning journal. The childminder has a good understanding of the children's next steps and ensures these are covered in the activities that she arranges. Children's progress is reviewed periodically and is linked to the prime and specific areas of learning. The childminder keeps track of children and ensures that she uses the information from assessments to effectively ensure children are on track to achieve the early learning goals. As a result, children, including those who speak English as an additional language, make good progress. Parents work with the childminder

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who attend

to establish their children's starting points. For example, they are invited in to the childminder's home to talk to her about what stage their child is at. She shares information with them about their child's learning, such as their learning journal and assessment information. However, information about how parents can extend their child's learning at home is not consistently shared and as a result, children's development is not always as continually supported as it could be.

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

Children are well-supported in their transition into other settings and school. This is because the childminder teaches them to socialise with one another and enjoy each other's company. She helps them learn important life skills, such as, working together, socialising and being kind. They separate from their parents with ease because they feel safe and secure with the childminder. As a result, children's well-being is encouraged. The childminder works closely with parents in regard to children's care needs. There is a settling-in procedure in place, where parents are invited to attend with their child and get to know the childminder. She completes an 'All about me' form during the first few sessions, which includes information about the child's favourite toys, comforters, what makes them happy and sad and their family members. The childminder keeps in contact with parents throughout the day by text message. This ensures that they have the latest

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

information about their children and are able to actively support their needs, even while not being present. Children behave appropriately. This is because any instances of bad behaviour are dealt with calmly, as the childminder comes down to the child's level and reminds them about what is acceptable. The childminder has a calm and gentle manner about her and does not shout or display anger at the children. As a result, children mirror these characteristics and are generally kind to one another.

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

The childminder has strong bonds with the children that she cares for. They happily go to her for affection and reassurance and thrive on her attention. Her home is a warm and welcoming environment and children enjoy the time that they spend there. The childminder has a genuinely enthusiastic approach to childcare and highly values the work she does with the children. Consequently, the relationship that the childminder has with the children and their parents is strong. The childminder encourages children to learn important skills, such as being independent. For example, they are encouraged to try to dress themselves, wash their own hands and to tidy up. Children are developing an understanding of their own personal safety. This is because the childminder reminds them about how to use toys correctly, such as how to use the slide and not to climb through the play car window. Safety harnesses are used when children are out walking with the

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

childminder so that she can teach them about how to stay safe near roads. When she is confident that the children have learnt enough, she phases out the use of harnesses and children hold on to the buggy or her hands instead. This results in children gaining a good understanding about keeping safe.

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

The childminder encourages children to enjoy a healthy diet. She provides nutritious snacks, such as fruit, vegetables and yoghurts and encourages them to remain seated while eating. She supports them to learn about how to wash their hands appropriately before eating and after playing outside. As a result, children are beginning to understand the importance of a healthy lifestyle. Children get plenty of fresh air and exercise because the childminder ensures that they visit parks or play in the garden every day. Rainy weather is celebrated as children are encouraged to splash in puddles and enjoy their time outside. Consequently, children's physical development is well-promoted. The equipment in the childminder's home is suitable and age appropriate. Toys are easily accessible in labelled storage boxes and are clean and well-maintained.

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provision

The childminder gives a high priority to safeguarding the children in her care. She has robust policies in place, such as, safeguarding, complaints, health and safety and behaviour management, which support her in ensuring that children are consistently cared for to a good standard. She has a clear understanding of how to recognise signs and symptoms of child abuse and where she would need to report any concerns that she may have. She conducts regular risk assessments of her home and garden to make sure that any environments that the children frequently use are secure and well-organised. Disclosure and Barring Service checks are in place for herself and the adult family members living on the premises. She has an appropriate first-aid certificate and public liability insurance. She has created a fire evacuation plan and regularly conducts fire evacuation practises with the children. Parental permissions are in place to allow the

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provision

childminder to take the children on outings and administer medicine. As a result, the safeguarding and welfare requirements are promoted well.

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provision

The childminder's training and qualifications enable her to have a good understanding of childcare. For example, she has completed courses about safeguarding and learning through play, which have had a positive impact on the way that she works. She has plans in place to attend further training to further support the younger children in her care. As a result, the childminder has a well-organised, regular and effective professional development programme which is improving the quality of teaching. The childminder is a member of a national association and a local childminding network. Through these sources, she receives information which she uses to keep her knowledge current. She adapts her practice appropriately when legislation changes. Therefore, the learning and development requirements are monitored appropriately. The childminder has an action plan that she uses to support the continuous improvement of her service. It lists training

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provision

planned, along with improvements she would like to make to the premises and resources that she has on offer. This means that she is effectively reflecting and striving to give the children the best possible care that they require.

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provision

Partnerships with parents are good. This is evident because the feedback from parents is consistently high. Parents are very happy with the care that their children receive and comment about how well they have progressed since attending. Parents are invited to contribute to the way in which the childminder delivers her childcare service, by completing questionnaires regularly. The childminder uses this information to improve and update her practice in the identified areas. Children's views are taken into account on a daily basis because the childminder asks them if they enjoy activities and what they would like to do next. The childminder has a wealth of experience in dealing with children with special educational needs and/or disabilities and as such, she has strong links with outside agencies. As a result, she has a thorough knowledge about how to support children who require additional help. She also works closely with the local schools and pre-schools.

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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 EY446020 Local authority Hertfordshire Inspection number 918578 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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