Childminder in Hertfordshire

Inspection date

Previous inspection date 09/07/2014 14/10/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 teaches young children the key skills they will need to support their future learning. She is very experienced and understands how children learn best when they are interested in their surroundings and activities provided.  Children are happy and settled. They form secure attachments with the affectionate childminder and her family. They confidently explore the indoor and outdoor environment and help themselves to the stimulating resources set out for them.  Children are safeguarded because the childminder has a secure understanding of her roles and responsibility. She effectively implements policies and procedures that ensure children are kept safe.

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It is not yet outstanding because

 There is room to develop the partnership with parents further so that they can contribute to the planning cycle and share more information about their children's learning and development at home.  There is scope to enhance the already good teaching by extending, for example, the use of key words of children's home languages so that those with English as an additional language are able to express their preferences and make decisions about routines and activities.

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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 with the childminder and children throughout the inspection. She observed the interactions between the childminder and the children.

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Inspection activities

 The inspector carried out a joint observation of the play activities with the childminder.

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Inspection activities

 The inspector discussed the childminder's documentation including the safeguarding policy.

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Inspection activities

 The inspector took account of written references from parents, whose children are currently registered in the childminder's setting.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the childcare register. She lives with her husband in a house in South Oxhey near Watford, Hertfordshire. The whole of the ground floor is used for childminding. A bedroom upstairs is also used for sleep and rest purposes. There is an enclosed rear garden for outdoor play. The childminder attends age-appropriate groups with children. She takes and collects children from the local schools and pre-schools. There are currently six children on roll, of these one is in the early years age group. Children can attend for a variety of sessions. The childminder operates all year round from 7.30 am to 6pm, 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:

 extend the educational programme for communication, language and literacy even further by ensuring, for example, children's key words in their home languages are used during the day so that these support children's developing language

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

 develop further the partnership with parents so that they contribute to the assessment and planning cycle, such as sharing more information about what their children are learning at home.

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who attend

Children are making good progress in their learning and development. The childminder has a secure knowledge of the Early Years Foundation Stage. She knows the children in her care very well. For example, she knows each child's stage of development, their interests, routines and the next steps in their learning. Children show characteristics of effective learning as they confidently and freely choose from the wide range of resources both indoors and outdoors. The childminder ensures that activities and toys that individual children enjoy are set out for them before they arrive. As a result, they quickly settle to play and learn. The childminder engages positively in their play. She follows children's lead and makes suggestions to extend their learning when appropriate. The childminder makes good use of local facilities so that children can mix with others outside of her home. For example, they attend age-appropriate groups where they enjoy joining in with activities,

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who attend

such as singing and physical play on a larger scale. This develops children's confidence and supports their readiness for moving onto nursery or school when the time comes.

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who attend

The childminder understands that children learn best when they are busy with activities they enjoy. She offers a varied range of experiences to effectively support their development. For example, sensory play, such as exploring with cornflour and play dough are introduced to younger children. They are helped to use a range of tools, such as cutters and rolling pins to crate their models. This contributes to supporting their hand-eye coordination and helps to develop their small hand muscles. This is important for writing skills when they are older. The childminder interacts with children in a positive manner and at a level providing them with lots of eye contact. She is a good role model to children, which contributes to them acquiring new skills. For example, she demonstrates to younger children how to place wooden shapes onto an interactive train. They attempt to copy her and with continuous praise and support, they achieve the task. Children smile

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who attend

broadly at the childminder showing their delight with their achievement. This positive interaction successfully supports children's personal, social and emotional development. This supports their readiness for future learning as they grow. The childminder supports children's language development, by reading books and consistently talking to them about what is happening during their play. However, the childminder does not always use key words from children's home languages to help support their understanding more and for them to make connections in their language development.

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who attend

The childminder demonstrates a good awareness of the importance of monitoring children's progress. She is aware of the need to complete the progress check between the ages of two and three years, to ascertain children's development when the need arises. Daily communication through discussions ensure that children's changing needs are well known. Information about children's starting points is gained from parents on registration. Regular observations are taken of children during their play and are used to plan the day. Each child has a learning journal and this is shared with their parents. However, the childminder has not yet fully included what children learn at home in her planning, so that this can also be used to support the next steps in their learning.

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

Children are treated as part of the family. As a result, they develop strong attachments with the childminder. Younger children babble happily alongside her and voluntarily seek cuddles. This shows that they feel settled and secure. The childminder offers a flexible settling-in system which is tailored to meet each child's individual needs. This contributes to helping children make a smooth transition from their home into the childminder's care. Children's individual needs, including dietary requirements, are discussed with parents before children start and as an ongoing process. This contributes to continuity of care between both parties. The childminder has a wide range of good quality resources for children. They are easily accessible so that children develop confidence in exploring their surroundings. The resources are also rotated to meet their stage of development and children's particular interests.

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

The childminder provides daily opportunities for children to spend time outside. For example, playing in the garden or visiting parks and local playgroups. Therefore, they enjoy plenty of fresh air, which contributes to a healthy lifestyle. During these times they practise their physical skills and learn to use equipment, such as scooters, safely. Children have fun when they bounce and jump on the trampoline. Clear explanations from the childminder and attention to consistent boundaries, ensure that children learn to use this safely. Overall, they are well supported in developing their understanding about the importance of regular exercise as part of leading a healthy lifestyle. Children's dietary needs and preferences are well known. For example, the childminder supports weaning stages and works with parents to ensure children's changing needs are well known. Meals are eaten at the family table and social skills are effectively encouraged. Younger children

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

sit safely in high chairs and are included in all discussions.

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

Children's personal hygiene is sensitively managed. For example, when children show readiness to manage their own needs, they are encouraged to do this as independently as possible. This helps to prepare children for the transition to nursery or school. Children behave well because they know what is expected of them and they are busy and engaged in activities that interest them. The childminder is very experienced and uses consistent praise and encouragement. As a result, children are confident to have a go and try new learning experiences. Children benefit from being in different environments. For example, they regularly meet up with another like-minded childminder and the children she cares for. This means that children learn to associate with other children. This also supports transitions to other settings as children grow.

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provision

Children are safeguarded because the childminder has a good understanding of the signs that may cause her any concerns. She fully understands the importance of her role in protecting children. For example, she is clear about the significance of keeping detailed records of any concerns and accessing help and advice should that become necessary. This helps to ensure children are protected from harm. The childminder ensures her knowledge is up to date by attending relevant training and sharing good practice with other childminders. Policies and procedures are regularly reviewed to ensure they contain all the necessary information. The childminder carries out regular risk assessments both indoors, in the garden and for outings. Children are always reminded about how to keep safe before leaving the childminder's home and when walking to and from school.

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provision

Since the last inspection, the childminder has increased her knowledge about various activities that benefit children's learning and development. For example, she has attended childminding conferences and a number of short courses. As a result, she has reviewed how to enhance children's mathematical and exploratory learning. From this she has started to introduce new fun activities, such as the development of a mud kitchen in the garden. This has a positive impact on children's learning and the services she provides for families. The childminder keeps in touch with many of her previous minded children and their families. This shows that there is a good relationship between both parties. She continually reflects on her practice and includes parents' and children's views in the process. The childminder demonstrates a strong commitment to continually developing her knowledge and skills.

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provision

Parents' comments are positive. They state that their children enjoy coming to a fun and well-balanced environment. They value the time the childminder spends with their children. Communication is developed through talking with parents each day and the use of a daily diary. The childminder's policies and procedures are shared with parents so that they have an understanding of her practice. She is aware of the need to form positive working relationships with other provisions children attend. For example, she is well known at the children's schools and information is exchanged so that there is continuity of care and learning. There are no children with special educational needs and/or disabilities attending. However, the childminder values partnership working with specialist professionals and the impact this can have on children's welfare and learning.

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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 130116 Local authority Hertfordshire Inspection number 924299 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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