Childminder in Hertfordshire

Inspection date

Previous inspection date 30/06/2014 14/01/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 builds strong relationships with children. As a result, they are settled and ready to learn.  Children make good progress because teaching is effective. The childminder plans for their learning based on current interests of children.  The childminder works effectively with parents to support children's care needs well. Partnership with other professionals is strong. The childminder regularly communicates about how to support children's needs with other providers and the local children's centre.  The childminder has a strong understanding of her responsibilities to safeguard children. Therefore, children are protected.

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It is not yet outstanding because

 Partnership with parents is not initially maximised. Information obtained from parents at this time links mainly to care needs. Therefore, the childminder's knowledge of what the child already knows and can do, is not maximised to inform planning for individual learning.  The childminder does not always help children to fully develop their speaking skills. For example, the childminder does not give children enough time to answer questions that stimulate their thinking.

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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.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a range of other documentation, including the safeguarding procedures.  The inspector took account of the views of parents recorded in reference letters.  The inspector reviewed the provider's hardcopy self-evaluation form.  The inspector viewed the areas of the premises and garden used for childminding.

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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Her parents' house is used for childminding. Two rooms of the ground floor and one bedroom on the first floor and the garden are used for childminding. The family has no pets. The childminder attends a toddler group and activities. She 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, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 5pm, Monday to Friday, term time only, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years. The childminder supports children with special educational needs and/or disabilities.

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

 extend the partnership with parents by increasing the detail of the initial information obtained from them on what their child already knows and can do, so that early planning is fully effective in challenging children to make as much progress as they can

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

 give children more time to respond to questions that stimulate their speaking and thinking skills.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Regular observations and photographs are linked to guidance to ensure children are developing securely for their age and stage of learning. The childminder identifies children's next steps based on these observations and these are then planned for well using children's interests. For example, the childminder encourages children's development by playing with their current interest in farm animals. As a result, teaching is effective and children make good progress given their starting points and are well prepared for school. The childminder uses her own observations to form an initial starting point of children's learning. She obtains some information about children's individual needs when they start and provides resources to aid the settling-in process. However, information obtained initially from parents during their child's induction links

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who attend

more to care than to learning. Therefore, the partnership at this time is not fully maximised to support the childminder in implementing her good quality planning from the outset of children's care, in accordance with what the child already know and can do. The childminder completes the progress check for children aged between two and three years and shares this with parents. Parents receive regular information about how to promote learning at home constantly from the childminder. For example, the childminder gives parents ideas of books about animals or festivals in line with current planning for the children.

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who attend

The childminder is competent in supporting children to make progress across all areas of learning. Her interaction with children is calm and sensitive to their emerging needs. For example, with young children, she plays down at their level, uses simple body language and facial gestures to help communicate and interact well. Children, in return, become confident, sociable and share their developing interests as they begin to use and repeat single words. The childminder stimulates children's thinking skills by asking a variety of questions during play. Children's speaking skills are developing well, although the childminder does not always make best use of opportunities to fully extend this learning. For example, when asking open-ended questions, she does not always give children enough time to respond. At times, this can limit children's opportunities to practise their speaking skills.

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who attend

The childminder uses mathematical language throughout play. She counts blocks and labels pots when they are empty and full. This fosters children's awareness of mathematical concepts. The childminder promotes a love of books as children have access to a wide range of literature. Children choose their stories independently and look at pages carefully. They snuggle up to the childminder and listen quietly as the childminder reads to them. Children use their fine motor muscles to press buttons on electronic toys. They show delight as music plays and repeats the motions to hear the music again. This supports children to acquire the skills to operate technological equipment at an early age. The childminder rolls balls to children and they take turns to roll them back. This encourages children's social skills. The childminder works well with other providers. She shares learning journeys and learning summaries with parents and other providers. The

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who attend

childminder sees the value in this joint partnership and uses the information that she gains to extend children's learning. The childminder supports children with special educational needs and/or disabilities well. She liaises with appropriate professionals and parents to ensure children's needs are met and that all strategies share a common approach.

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

The childminder has good relationships with children. Children feel secure in the setting and seek out the childminder for reassurance. For example, a young child toddles towards the childminder when she is out of sight. The good relationships that children develop, support them well in readiness for their eventual transfer to pre-school or school. Settling- in procedures are flexible to children and their family's needs. The childminder discusses children's routines and individual needs with parents before they begin attending. This supports children emotionally when they begin attending with the childminder, which means that there is a continuity of care to support children's care needs. The childminder meets children's needs on an ongoing basis through detailed, verbal exchanges with parents.

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

The childminder regularly takes children to activity groups and uses these activities to promote children's social skills. This also teaches children how to behave in a group. Children's behaviour is good as the childminder praises them frequently. The childminder gently reminds children about unacceptable behaviour. For example, she teaches children about respecting the toys as she reminds them not to throw them when they become frustrated during play. Independence is fostered as children are encouraged to find out things for themselves and lead their own play. Children are able to have choice as they reach for toys in the playroom from the low-level shelves, or choose to play in the garden throughout the day. Resources are suitable for children's use indoors and outdoors.

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

The childminder offers children a healthy choice of meals and they are able to play in the garden to benefit from daily fresh air. Children can play on the slide or trampoline to exercise their large muscles. The childminder provides a balanced and nutritious range of snacks and meals. She uses gloves to implement nappy changes hygienically and children have their own towels to dry their hands onto, to prevent cross-infection. As a result, children's health is appropriately promoted. Children learn to keep themselves safe by wearing brightly coloured vests during trips and learn to follow road rules on outings.

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provision

The childminder demonstrates a secure understanding of her responsibilities in relation to child protection procedures. This includes identifying the signs and symptoms of abuse and how to report any concerns about children or adults. The indoor and outdoor premises are thoroughly risk assessed including specific equipment such as the trampoline. Accident and medication procedures are in place and recorded appropriately. The childminder shares all policies and procedures with parents. This appropriate organisation underpins the effective services she provides for children and their families.

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provision

Since the last inspection, the childminder has improved resources to incorporate diversity. She uses self-evaluation procedures as a tool to accurately identify weaknesses and develop her provision further to benefit the children. She attends relevant training to support her knowledge. The childminder is successfully monitoring the learning of all children to ensure that they make good progress from their individual starting points. She has an effective understanding of the learning and development requirements of the Early Years Foundation Stage.

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provision

Partnerships with parents are generally strong. Parents are very happy with the care and education their children receive with the childminder. They have put their thoughts in reference letters ready for the inspection. Parents state that their children are able to start nursery easily because the childminder has supported them well. The childminder communicates verbally and provides parents with detailed written records of children's achievements. The childminder also works closely with the local children's centre and uses the resources and knowledge of the staff team to support children and improve her practice. The childminder has longstanding relationships with local schools and pre- schools. The childminder and other educational establishments frequently share children's progress and learning goals because the childminder recognises the value and benefits of working together. This provides continuity for children who attend more than one 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 149574 Local authority Hertfordshire Inspection number 864012 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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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

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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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