Childminder in Hertfordshire

Inspection date

Previous inspection date 06/06/2014 11/03/2010

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early years provision

This inspection: 2 Previous inspection: 1 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 quality of teaching is excellent. Children benefit from great opportunities to learn and develop their skills at the childminder's provision.  The childminder is highly skilled in supporting children's language development and effectively uses open-ended questions to engage them in discussions. Children at the provision are great communicators and eager to share their ideas.  The childminder is very attentive to children's individual needs and effectively supports their emotional well-being. Therefore, children are confident and comfortable at her provision.  The childminder is fully aware and sensitive to potential risks to children. She is able to demonstrate how she deals with issues and takes effective action to ensure children are safe during their time with her.  The childminder has a good understanding of how to implement the safeguarding and welfare requirements in practice. She maintains well-documented records of children's

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It is not yet outstanding because

 There is scope to enhance children's outdoor experiences to ensure they have freely- chosen opportunities to access the outdoor area at the provision in order to maximise their 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 talked to the childminder and interacted with the children throughout the inspection.

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Inspection activities

 The inspector observed snack time and children during activities and play. She conducted a joint observation with the childminder.  The inspector had a tour of the indoor and outdoor areas during the inspection.  The inspector looked at children's assessment and planning records.

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Inspection activities

 The inspector discussed with the childminder the implementation of policies and procedures in practice. She looked at a range of documentation, including the safeguarding procedures and risk assessments.  The inspector took account of the views of parents as recorded in feedback letters.

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Inspection activities

 The inspector looked at evidence of suitability for household members and at the childminder training certificates.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Hatfield, Hertfordshire. The whole of the ground floor and the rear garden is used for childminding. The childminder attends a number of activity groups with the children and leads activity groups at local children's centres. She visits parks with children on a regular basis. The childminder supports children who speak English as an additional language. She collects children from the local schools. There are currently 10 children on roll; four of whom are in the early years age group. They attend for a variety of sessions. The childminder operates term time only, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and works in partnership with the

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

 enhance the opportunities children have to access the outdoor play area at the provision to ensure they benefit even further from their experiences outdoors.

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who attend

The childminder confidently promotes the learning and development requirements of the Early Years Foundation Stage in her practice. Parents and the childminder identify children's starting points in partnership to ensure the initial experiences of children at her provision meet their individual needs and interests. She maintains a consistent practice of assessing and identifying children's next steps in order to plan activities that match their individual aptitudes. All children in the early years age range have learning journals and have their skills consistently assessed through observations. The childminder effectively uses children's assessments to plan a variety of activities across the seven areas of learning. For example, she plans an activity for children to learn and reinforce their knowledge of numbers. The childminder observes that children are very interested in a recent activity using coloured rice. She brings back the rice activity and hides number

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who attend

cards in the tray with rice for children to find. During the activity children learn to count, identify and use numbers in their play. They enjoy counting scoops of rice, filling different containers and pouring rice through pipes and funnels. Children are effectively supported to learn about the numbers that represent their age and to find the number card that shows this. They help the childminder to set up and to tidy up the activity. Consequently, children learn a wide range of skills during activities provided for them. The quality of teaching is excellent. Educational programmes promoted by the childminder are tailored to meet the ages and stages of individual children. For example, children benefit from daily reading sessions. They choose their favourite books for the childminder to read. Together, the childminder and children prepare the reading area with blankets and cushions. Children comfortably sit and enjoy the very interesting stories the

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who attend

childminder reads to them, benefiting from her enthusiasm during reading activities. They discuss pictures in books, different characters and what will happen next. For example, the childminder asks children why the characters took their shoes off in the story before they got into the water and children reply that it is because they do not want to get their shoes wet. Children display great concentration skills during activities. The childminder provides children with a variety of resources and toys to support child-initiated learning. Children are confident to initiate and lead their own play. They are provided with a good balance of play opportunities and direct teaching. The childminder is especially good at promoting children's language development. She engages children in thinking and problem solving during activities and imaginative play. For example, children play together in the home corner. They play with one doll and a pram. In partnership, they ensure the doll is

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who attend

correctly sat in the pram, has a blanket and bottle before they take the doll and the pram to the tent where they pretend to have a picnic. Children bring toys from the home corner to the tent to extend their imaginative play while enhancing each other's learning. The childminder participates in a range of group activities with children. She leads childminder's network activities in two local children's centres. Children participate in activities that are beneficial to their development and personal interests. For example, children participate in the rhyme and singing group to celebrate their enthusiasm for music. Children participate in groups where they have large outdoor areas to ride on equipment to ensure they are able to develop their physical skills. The childminder regularly participates in play dates and visits parks with the children to ensure they have opportunities to learn to play in bigger groups of children. However, there is scope to

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who attend

enhance children's outdoor experiences at the provision to ensure they have even more opportunities to extend their play outdoors in order to maximise their learning. The childminder effectively supports children who speak English as an additional language by gathering key words in children's home language to support their well-being at her provision. For example, she uses children's home language during personal care routines to ensure they learn to communicate their needs. Children display a good understanding of English during interaction with the childminder and their peers. The childminder communicates using very clear speech and effective body language to engage children in learning new vocabulary.

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who attend

The partnership with parents is excellent. The childminder effectively engages parents in supporting children's learning and development. They work together to provide for children's individual educational needs. Parents share ongoing observations of their children's skills and interests at home and the childminder uses this information effectively to ensure children's individualities are celebrated in practice. The childminder regularly shares with parents aspects of children's next steps of learning and children fully benefit from the continuous support to develop their skills. Children develop exceedingly well at the childminder's provision and have excellent opportunities to learn the necessary skills to ensure success in their future learning at school.

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

The childminder's provision is very welcoming. She has formed strong bonds with the children in her care; they enjoy playing together and interacting. Children benefit from flexible settling-in sessions that are organised with parents and focus on supporting children's emotional well-being. The childminder gathers from parents important information about children's care and home routines to ensure her practice suits their individual needs. She provides children with flexible routines and parents with daily feedback about children's experiences at her provision. For example, she shares with parents information about children's eating, drinking, sleeping and toileting each session they attend. The partnership with parents in regards to children's care needs is very good. Children are very comfortable in the childminder's care and their well-being is of paramount of importance. Therefore, children thrive in their development.

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

The childminder effectively promotes healthy living at her provision. She provides children with a healthy selection of snacks and shares menus with parents. Parents provide packed lunches for their children. The childminder effectively guides them in choosing the best options for lunch boxes according to the dietary requirements of children attending and her healthy eating policy. Children are very independent in their personal care routines. For example, they independently wash their hands and use the toilet. Children learn to communicate their personal needs and those who are toilet training are supported well. The childminder is especially good at teaching children important social skills and they have great opportunities to socialise with other children. She is a good role model for positive behaviour, she praises children and encourages them to be kind. For example, children drink water together. Older children teach younger children to hold their cups

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

using both hands. They praise their younger peers when they hold their cups in a correct manner and younger children say 'thank you' for the help. Also, children finish eating their snacks. The childminder says 'well done, darling' to each child. Children then repeat it and praise each other. They are confident and emotionally supported by the chiildminder. Therefore, they behave well.

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

The childminder is very caring towards the children and effectively teaches them about the rules and boundaries they have at her provision. For example, during snack time children learn the importance of sitting down on their chairs while they eat. Children learn about personal safety and risks during outings. For example, the childminder effectively explains to children to hold hands when they are out with her and teaches them about road safety when crossing the road. Children learn to be careful when playing together and learn to safely explore the play areas available for them. For example, the childminder plans outdoor activities for children and thoughtfully sets up the garden for them to safely play and explore the area. The childminder effectively communicates with children and they learn to listen and follow her instructions. She has a good understanding of the early learning goals of the Early Years Foundation Stage and prepares children well to ensure

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

their positive transition to school. For example, she celebrates 'all about me' and school themes in her educational programme for children to develop their self-awareness and self-confidence during transition periods. The childminder takes children on visits to local schools to ensure they become familiar with the new environment.

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provision

The childminder has a very good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is very confident and effectively implements the requirements in practice. The childminder understands her responsibilities in keeping children safeguarded and away from harm. She knows what to do if she has concerns about a child in her care. The childminder maintains very comprehensive records and documentation to ensure children's welfare is promoted. There are records of suitability for all household members and the childminder often participates in training to enhance her practice and knowledge. For example, she participates in safeguarding, first- aid training and promoting quality teaching for children, such as training to support children who speak English as an additional language. The childminder shares the set of policies and procedures with parents during children's initial sessions. This ensures they

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provision

understand her commitment to providing children with high standards of care and education in a secure environment. The childminder has a good understanding of how to keep children safe. She has good risk assessments in place to ensure her premises are secure for children to explore indoors and outdoors. The childminder demonstrates an excellent understanding of health and safety and is very cautious while children play and explore in her provision.

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provision

The childminder has a great knowledge of the needs and interests of the children at her provision. She ensures activities are suitable and meaningful to children's needs. The childminder tracks children's development and regularly monitors their progress. She effectively engages parents in her practice to ensure children are provided with continuity of care and education at home and at her provision. Parents are routinely consulted about the quality of the childminder's services and she provides them with a variety of opportunities to participate in their children's learning. For example, she shares children's learning journals with parents and encourages them to contribute to their children's assessments and planning with home observations. Parents and childminder develop a great two-way flow of communication and routinely discuss capacities for improvement and share ideas to ensure children's welfare is protected. For example, they share a

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provision

number of permissions to allow their children to participate in different activities and routines with the childminder. The childminder ensures parents are effectively informed of her practice and future plans.

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provision

The childminder works very closely with local children's centres. She is part of a childminder's network group and leads activity groups for network meetings, which are held at local children's centres. The childminder is a member of the Professional Association for Childcare and Early Years and works closely with the local authority early years team. She effectively monitors the quality of her provision and has recently been awarded the Hertfordshire Quality Standards accreditation. The childminder effectively provides for children's individual needs and ensures they are safe and protected while in her care. She has good links with local schools and has a great understanding of the services available to promote the well-being and welfare of children in her area.

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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 129139 Local authority Hertfordshire Inspection number 975857 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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