Tracy Faulkner

Inspection date

Previous inspection date 11/07/2014 07/03/2012

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early years provision

This inspection: 3 Previous inspection: Met 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder teaches children about colours, numbers and shapes. As a result, they are learning some skills that they need as they move on in their learning.  The childminder has a clear understanding of her role and responsibility to safeguard children.  The childminder has a warm and caring nature. As a result, children develop secure attachments to her, which have a positive effect on their emotional development.  The childminder develops a close partnership with parents, so that she gets to know children in her care well. She offers a flexible service to suit individual family's needs.

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It is not yet good because

 Information gained from observations is not always used effectively to plan challenging activities to support children to make good progress towards the next steps in their learning.  Children's communication skills are not always fully extended. This is because the childminder does not consistently use good teaching methods, such as using open- ended questions during their play.

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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 children's activities indoors and the childminder's interactions with them.

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Inspection activities

 The inspector spoke to the childminder about her practice, daily routines and the children's individual learning.

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Inspection activities

 The inspector looked at a range of documentation, including suitability checks for those living on the premises.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2003. She lives with her adult child in Bushey near Watford, Hertfordshire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a cat and rabbits as pets. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently six children on roll, of these, one is in the early years age group. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 extend knowledge of assessment so that information gained from observations is effectively used to show how children are progressing and use this information to plan challenging but achievable learning experiences for each child.

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

 extend children's language development further, for example, by using open-ended questions that encourage responses from children.

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who attend

The childminder has an appropriate understanding of the seven areas of learning and knows how children learn through play. However, the provision for children's learning requires improvement to ensure the quality of teaching is good. The childminder carries out some observations of children as they play and is aware of activities which support their learning. However, observations are not effectively used to monitor children's progress, or fully used to guide and inform the next steps in children's learning. As a result, children are not sufficiently challenged and extended to make strides in their achievements. This means that children make satisfactory, rather than good, progress in their learning and development in readiness for school. Nevertheless, she knows children and can talk in general about what progress they have made in their learning while they have been in her care and the play opportunities she arranges for them. The childminder

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who attend

is aware of the need to complete the progress check for children between the ages of two and three years, to ascertain their development if she is caring for children in this age group in the future.

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who attend

The childminder interacts with children in a positive manner. As a result, children are happy and content in their play. The childminder has cared for several children and provides them with warm and positive interactions. This supports their personal, social and emotional development. For example, she supports younger children in learning new skills when they attempt to make models using art and craft materials. They copy the childminder and listen to her instructions. Older children delight in being helped to make a model of a spider. Discussions follow about the numbers of legs the spider has. This supports children's early understanding of numeracy. Singing nursery rhymes and counting throughout the day also contributes to children's language development. The childminder joins in with children's play and sits on the floor so that she is at their level to support them. She consistently talks to children and they repeat what she says. This

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who attend

supports children's language development. However, open questions throughout children's play are less well used to further support children's language development. The childminder teaches children about colours and shapes throughout their play and by using flash cards with pictures and printed words with older children. Younger children show an interest in using stencils and pens. This supports the development of small hand muscles, which are important for writing as they grow. The childminder appropriately supports their learning, offering praise for their attempts at the task. As a result, children's self-esteem is promoted.

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who attend

Children enjoy outdoor play as part of the daily routine. They frequently use the garden and nearby park to develop their large muscles. For example, they love playing in the childminder's garden where they enjoy practising their physical skills by playing ball games and jumping on the trampoline. All children enjoy exploring the range of additional resources, such as pots and pans that the childminder has placed on her fence to create interesting sounds. This provides opportunities for children to develop their sensory awareness. Parents receive adequate information about the Early Years Foundation Stage from the childminder when children first start. Daily discussions and the use of a diary means that they are appropriately informed about their children's day. They exchange information about what their children enjoy doing at home. The childminder then ensures she has resources that support this learning at home, such as specific craft materials that

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who attend

children are interested in. This contributes to children feeling secure, ready to play and learn.

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

Children enjoy warm relationships with the childminder and her family. They freely help themselves to resources and happily explore their surroundings. This shows that they feel settled and secure. The childminder works closely with parents to gain all of the necessary information to meet children's individual needs, including their health and dietary requirements. This contributes to continuity of care between the childminder and children's parents. Children seek her out for reassurance and know that their needs will be supported as the childminder knows them well. She encourages children to become independent in their self-care, particularly as they prepare for the move to the next steps in their early education. For example, she works closely with parents to support younger children in reaching milestones, such as potty training. This supports children's personal, social and emotional development.

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

Children are encouraged to behave well. They learn right from wrong through simple and calm explanations. As a result, children learn how to share and take turns during their play. This contributes to helping children move forward in the next stage of their learning, such as starting school or nursery. A change of facial expression or tone of voice helps younger children learn how to be safe in their surroundings. Children learn about keeping safe through reminders from the childminder. For example, they discuss road safety when they are travelling to and from nursery and school. Children learn to take safe risks in their play when they use a range of play equipment in the park. This supports their physical development and contributes to them leading a healthy lifestyle. Children visit age- appropriate groups when their routines allow this. This helps to develop their confidence in large group situations.

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

The childminder has a good knowledge of children's dietary needs. She works closely with parents to ensure children are offered healthy and nutritious meals. Children eat their meals at the family dining table and the childminder encourages good manners. Younger children sit safely in high chairs. The childminder ensures that fruit is always available and she reminds children to have a drink so that they remain hydrated and happy to continue playing. She encourages children's independence during the day. For example, she helps older children to peel their selected fruit and supports them in putting on their own shoes. This supports some of the skills they will need when they move on to school or nursery. Resources are easily accessible for children to follow their own interests. The childminder rotates these according to children's changing interests and checks them to ensure they continue to be suitable for children.

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provision

The childminder has a sound awareness of child protection issues. She knows the signs and symptoms that would cause her concern and understands the procedures to follow so that children are protected. She keeps her first-aid training and safeguarding information up to date and shares her policy with parents to protect children's safety. The childminder completes risk assessments and daily safety checks to ensure all areas used by children are suitable for them. The childminder supervises children appropriately at all times. She ensures that they are within sight or hearing at all times. This helps to ensure that children remain safe and their welfare is protected.

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provision

The childminder has a positive attitude to continually develop her practice. For example, since the last inspection she is pro-active in reading relevant information from a childminding support organisation. At the last inspection, there were no children present; therefore, no recommendations were raised at this time. The childminder has started to evaluate her practice. She understands how this can aid children's learning and the service she provides. However, there is scope to review how the childminder uses the knowledge she gains from carrying out observations, so that children's progress is maximised.

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provision

The childminder has a sound knowledge and understanding of the benefits of having effective partnerships with parents. Their views, and those of their children, are included in the self-evaluation process. Parents state that their children love coming to the childminder's home and that they value the flexible hours that she provides. The childminder ensures that daily discussions with parents take place. This ensures that they are well-informed about their children's welfare and the activities they have taken part in. The childminder does not currently work with any children with special educational needs and/or disabilities. However, she is fully aware of the need to work in partnership with parents and other professionals to ensure that any specific needs are promptly identified and addressed.

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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 EY243732 Local authority Hertfordshire Inspection number 905631 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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