Childminder in Hertfordshire

Inspection date

Previous inspection date 31/07/2014 01/04/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder delivers exceptional teaching. She has a sharp focus on helping children to attain communication and language skills and supports their personal, social and emotional development to a high level. This empowers children to become confident communicators with extremely high levels of independence.  The childminder is highly skilled and sensitive in promoting secure emotional attachments. As a result, children quickly establish strong bonds and attachments with the childminder and her family. This provides a strong base for children's developing independence and enables them to be emotionally well prepared for the next stage in their learning.  The childminder has an excellent understanding of her responsibility to ensure that the safeguarding and welfare requirements are met to a high standard. She regularly monitors her practice and ensures that children understand how to identify and manage

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This provision is outstanding

risks for themselves.  The childminder has established highly effective partnerships with parents, external agencies and other providers. This ensures that children's individual needs are quickly identified and exceptionally well met through providing consistency and coherence at home, in other settings and with the childminder.

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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 spoke to and interacted with the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at the environment, resources and equipment provided and how effectively they are used to support children's play and learning.

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Inspection activities

 The inspector examined a selection of information and documentation relating to the suitability of adults, children's safeguarding, welfare and developmental progress.

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Inspection activities

 The inspector and childminder jointly observed and discussed children's learning and development during child-initiated activities.

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Inspection activities

 The inspector took into account the views of parents spoken to at the time of the inspection.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 12 and 14 years in a house in Welwyn Garden City, Hertfordshire. The whole of the childminder's home is used for childminding. The childminder uses her garden and takes children to the local park for outdoor play. She collects children from the local school and pre-schools. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. There are currently seven children on roll, five of whom are in the early years age range. Children attend for a variety of sessions. The childminder holds a qualification at level 3 and she is an active member of a local childminding network. She 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:

 enhance the already good opportunities for children to expand their understanding of information and communication technology.

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who attend

The childminder has an excellent understanding of the Early Years Foundation Stage and provides high quality teaching. She meticulously observes children and uses the information to accurately measure their progress. This is based on secure information about their individual starting points. The childminder places strong emphasis in enabling children to develop their communication and language through everyday play and discussion. For example, she talks to the children about what they are doing; about the colours, shape, size, number or letter associated with their play. She specifically uses open-ended questions to encourage children to think and respond. Babies are encouraged to learn sign language to enable them to communicate early and this is very effective in promoting their developing speech and language. The childminder has very high expectations of herself and the children's abilities. She is extremely effective in using her

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who attend

expert knowledge of the seven areas of learning. As a result, rich, varied and imaginative learning experiences for children of all ages are provided. Very precise and sharply focussed assessment of children involves parents and other settings. This contributes to securely identifying children's current levels of achievement. These assessments are carefully monitored and shared with parents and other key persons. This enables the childminder to have a comprehensive knowledge of each child and ensures that any gaps in children's learning are addressed swiftly. This ensures that children are happy, motivated and eager learners. They are encouraged to explore and experiment for themselves, which promotes their confidence and self-esteem. As a result, children display the characteristics of effective learning. The childminder praises children's attempts and achievements, which gives them the confidence to eagerly take the next steps in their

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who attend

None of the early years children currently attend any other early years settings. However, the childminder regularly takes children to local early years groups, which successfully promotes their confidence and ability to positively learn and engage in group situations. This successfully prepares children in readiness for full-time school. The childminder is very motivational in challenging children to take the next steps in their learning and development. For example, her gentle encouragement and patience encourages children to try to do things for themselves, for example, attempting to make music with a battery- operated guitar and using buttons correctly to manoeuvre a remote-controlled car. Children are starting to show an interest in information and communication technology and the childminder recognises that there is scope to increase resources, in order to support their developing interest to the maximum potential. As a result, children delight in

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who attend

learning new skills and they are driven to seek new experiences. The childminder's praise and excitement are obvious and children react with pride. As a result, children are keen and eager to learn. They display the attitude, skills and confidence, which they need to continue to be very good learners as they grow.

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who attend

Partnerships with parents are highly effective because the childminder successfully engages them in their children's learning at home as well as in her setting. She provides flexible arrangements to meet the individual needs of families. The childminder obtains regular, detailed information from parents, which enables her to have a comprehensive knowledge of the children and their families. In addition, she shares children's ongoing progress with parents and carers through a daily diary as well as through regularly sharing children's learning journeys. They speak in detail on a daily basis and share information, which ensures that children receive excellent consistency in their care and learning. Parents are actively involved in their children's learning as they share any milestones, achievements and progress that they have seen at home. As a result, children's learning and development are exceptionally well promoted because of the high levels of

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who attend

consistency between all parents at home and the childminder within her setting.

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

The childminder's knowledge and expertise successfully promotes children's high levels of emotional well-being, confidence and self-esteem. This is due to the childminder's highly skilled and nurturing nature, which enables children to form secure and affectionate bonds with her and her family. As a result, children have a secure base from which to display developing independence and ability to explore and experiment. Children show high levels of self-control in their behaviour. This enables them to display their ability to take turns and work together with other children in harmony. Consequently, children's behaviour is exemplary and they are happy, confident and content in her care. The childminder provides a relaxed, friendly and welcoming environment where children rapidly grow in confidence and develop their self-esteem. Children easily access and choose from a wide variety of excellent resources and equipment, which promote learning and challenge both

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

indoors and outside. They move freely between the house and garden, choosing, investigating and exploring through play. As a result, children display high levels of independence and decision-making.

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

Children thrive as they benefit from individually tailored settling-in procedures in partnership with parents. This enables them to quickly feel happy and secure in the childminder's care. The childminder's extremely effective and regular links with parents ensures that children's routines, care needs and well-being are successfully promoted. The childminder has an outstanding knowledge about the children and they show that they have strong and secure attachments with her in return. This is evident as they seek the comfort of the childminder after becoming upset in the garden and are consoled by her cuddles and soft words. Parents are confident to hold back and allow the childminder to comfort and instruct their children in their presence. This shows the trust and confidence that parents have in the childminder and they see for themselves that their children are exceptionally happy and well cared for. The childminder places very high priority on

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

children's safety and safeguarding. She gives clear direction, explanations and instructions, which enable children to manage risk and challenge relative to their age and understanding. Children show that they have developed a growing understanding of keeping themselves safe. For example, they clearly recognise and understand that they have to carefully negotiate the steps in the garden safely. They show that they are aware of how to keep themselves safe by slowing down and only using the steps rather than jumping off the low garden wall. As a result, of the childminder's exceptional interactions, children show that they respect boundaries and understand how to keep themselves safe and healthy.

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

Children regularly participate in a wide range of physical activities and exercise indoors and outside in all weathers. As a result, they develop a strong understanding of the importance of physical exercise and leading a healthy lifestyle. They have adopted good routines in their own personal hygiene, including understanding why it is important to wash hands before eating, in order to protect themselves from germs, which cause illness. Children receive home-cooked healthy meals and snacks prepared by the childminder. They grow their own fruits and vegetables in the garden and learn to care for them. For example, children show that they recognise that green tomatoes are not ripe and they need water and sunshine before they turn red and are ready for eating. The strong skills of the childminder are extremely effective in ensuring that all children are emotionally well prepared for the next stage in their learning and are keen to try new experiences.

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

Consequently, children's transitions onto other early years settings and onto school are seamless.

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provision

The childminder enthusiastically delivers the safeguarding and welfare requirements to an exceptional standard. She consistently seeks to update her knowledge about safeguarding and child protection to constantly improve her practice. The childminder ensures that suitable checks are carried out on all adults in her home. In addition, she carries out robust risk assessments inside and outside her home and when on trips and outings. She is meticulous in ensuring that she maintains the required adult to child ratios at all times. Written attendance records and risk assessments enable her to assist in caring for other children in an emergency in the event that their usual carer is unavailable. She ensures that she has permission from parents and fully documented evidence to enable her to provide occasional emergency care. The childminder displays an accurate and robust understanding of her responsibilities and the most current procedures to be followed in

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provision

the event of a child-protection concern. Therefore, children's welfare is highly regarded and they are securely safeguarded.

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provision

The childminder meticulously and regularly evaluates and monitors the quality of care, teaching and learning that she provides. She aims for excellence in all aspects of her role and actively seeks the views of the children, their parents and other professionals to help her achieve this. She participates in peer reviews with other childminders, which gives her a sharply focused assessment of her strengths and enables her to successfully maintain and sustain the highest level of achievement for all children in her care. The childminder continues to expand her knowledge and training through networking with other childminders and links with the local children's centre. She co-manages the local childminding network and is a mentor to other childminders in her area. The childminder ensures that she keeps abreast of all changes and developments in the field of childcare and she arranges workshops and training for her childminding network. Her commitment

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provision

and practice are inspirational to other childminders, who regularly seek out her knowledge, advice and support.

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provision

Highly effective partnerships with parents, external agencies and other settings that children attend ensure that their individual needs are quickly identified and exceptionally well met. Parents comment that the childminder is 'like family'; she is trusted and adored by the children. The childminder's excellent knowledge and her well-documented evidence show her strong drive to maintain the outstanding care and learning she provides for children.

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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 EY301157 Local authority Hertfordshire Inspection number 983467 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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