Hastie, Nicola Anne

Inspection date

Previous inspection date 12/08/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She effectively observes children's skills, identifies their next steps in learning and plans purposeful activities to support their progress.  Teaching is good because the childminder provides children with challenging and interesting activities across the seven areas. Therefore, children master necessary skills to ensure their readiness for school.  The childminder effectively implements the safeguarding and welfare requirements in practice. She maintains written policies and procedures, which she shares with parents to ensure efficient management of her provision.  The childminder effectively implements the safeguarding and welfare requirements in practice. She maintains written policies and procedures, which she shares with parents to ensure the efficient management of her provision.

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It is not yet outstanding because

 The partnership with parents is not initially maximised. There is scope to enhance participation of parents in identifying their children's skills and interests on entry to inform initial planning of activities and experiences, to promote children's development.

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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 held discussions with the childminder and interacted with children at various times throughout the inspection.

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Inspection activities

 The inspector had a tour of the premises and looked at resources, toys and equipment available for children.

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Inspection activities

 The inspector observed activities with children and conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment and planning records. She discussed with the childminder the implementation of policies and procedures in practice.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written feedback notes and questionnaires.

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Inspection activities

 The inspector looked through the childminder's training certificates and checked evidence of suitability for all household members.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her son, aged four years, in a flat in Hatfield, Hertfordshire. The living room and one bedroom are used for childminding. The childminder participates in activities at the local children's centre. She visits shops and parks on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am 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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To further improve the quality of the early years provision the provider should:

 extend the initial partnership with parents by increasing the details of information about children's development and interests, in order to enhance the initial planning of activities and experiences, to promote children's good progress.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She has procedures in place to obtain from parents information about their children's individual needs before they start attending the provision. However, information obtained from parents is linked more to care and routines of children rather than their learning and development. Therefore, there is scope to extend the participation of parents in identifying their children's starting points of learning, development and interests to inform the initial planning of activities and experiences, so that children's progress is maximised. The childminder has good procedures in place to assess children's skills. She regularly observes them in order to plan for their next steps in learning. The childminder provides each child in her care with a learning journal, where she consistently records their observations, photographs and individual planning. She

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who attend

effectively promotes the ongoing partnership with parents and regularly shares children's learning journals with them. The childminder provides each child with a daily diary, where she also shares with parents the experiences of children, while at her provision. She maintains a good two-way communication with parents and they regularly share observations of their children's interests and skills they demonstrate at home. Children benefit from the partnership and continuous support between home and the childminder's provision. For example, home observations inform of children's interests in playing with their toy kitchen. The childminder provides children with a variety of toy foods and equipment to explore at the home corner. Children pretend to cook like their parents do at home and the childminder effectively enhances their learning by interacting and talking with them about food they especially enjoy. The childminder completes the progress check

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who attend

for children aged between two and three years in partnership with parents and other professionals if necessary. She effectively celebrates children's strengths and provides them with appropriate support to achieve in their development.

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who attend

Teaching is very good because the childminder has a good understanding of the needs and interests of children. She gathers good evidence of their skills and preferences, through observations and plans challenging and interesting activities for children across the seven areas of learning. For example, the childminder visits the local aquarium with the children and extends their learning to her provision. She sets up an activity using toy fish and a water tank. She effectively promotes children's next steps of learning and development while expanding on their aquarium experience. The childminder engages children in learning colours, counting and turn taking during the activity. She provides them with great opportunities to develop skills as they explore different sea shells and enjoy fishing using toy fishing rods. The childminder engages children in activities and provides children with opportunities to think and problem solve. For example, she

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who attend

encourages children to divide the toy fish amongst themselves and children equally share them after negotiating and learning mathematical concepts. Children are eager to interact with the childminder, who effectively uses open-ended questions to expand their learning and imagination. The educational programme for children includes regular activities with other childminders and children. Therefore, the childminder provides children with opportunities to play and interact in larger groups in order to develop their social skills. For example, children celebrate festivals and learn about different cultures by participating in activities organised by the childminder's network group.

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who attend

The childminder effectively organises the learning environment to ensure children are able to independently initiate and extend their play. She ensures children's interests are supported through the toys and resources available to them. Children easily access their favourite toys to extend their play. The childminder provides children with a spontaneous balance of adult-led and child-initiated activities. For example, children ask for a specific game they would like to play. The childminder reminds them how to play the game and they happily play together. Afterwards, children create their own way to play the game and continue having fun. The childminder provides children with opportunities to be creative and inventive, as they learn through play. She monitors children's learning and development and provides them with opportunities to master important skills to ensure their readiness for school.

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

The childminder provides children and parents with a very welcoming environment. She forms strong bonds and attachments with children and effectively engages with them while they interact and play together. She obtains all relevant information from parents in the All about me form to ensure her care routine is tailored to meet children's individual needs. For example, parents share their children's dietary requirements, routines and food preferences with the childminder. She effectively uses the information to provide children with the necessary care. Parents actively participate in settling-in sessions, which are flexibly organised according to the needs of individual children. In the daily diary, the childminder records children's routines and care practices. She shares the diary with parents after every session that their children attend. This ensures parents are kept informed and children's needs are met at all times.

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

Children behave well. The childminder has high expectations of children and effectively supports their emotional development. She involves children in their daily routines and this way they learn about the house rules and become independent. For example, when children arrive at, or leave, the provision, she encourages them to take off, or put on, their shoes and jackets. Children learn important skills, as they identify their names on pegs and put away their personal belongings. The childminder is very caring and supportive towards the children and repeats specific routines on a daily basis to support children to be independent at their own pace. She often takes children on local outings and teaches them how to keep safe and behave appropriately. For example, when out and about children learn about road safety, as they listen to the childminder's instructions, hold her hands and stay close at all times. She effectively teaches children to safely go up

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

and down the stairs, as she lives in a flat. Children learn to respect neighbours by behaving well on the stairway. They effectively listen to her instructions and learn to respect boundaries while in her care.

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

The childminder promotes healthy living for children at her provision. She ensures children have healthy snack options and discusses with parents suitable meals for children's lunch boxes. The childminder provides children with drinking water and comfortable areas for them to relax and enjoy quiet play. She takes children on daily outings to the local park to exercise, explore nature and enjoy the fresh air. Children learn the importance of taking care of their personal needs and hygiene. For example, they use the toilet independently while supervised by the childminder. She teaches them good toileting and hand washing routines. The childminder engages children in preparing their snacks and they enjoy mealtimes together. She teaches children to put away their plates and cups once they have finished eating, as well as tidying up the play area after playing. The childminder organises different opportunities for children to play in larger groups in order to support

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

them in developing social skills during interaction with other children. She has good links with local schools and sound knowledge of how to support children during their transition to school.

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provision

The childminder has a very good understanding of how to implement the safeguarding and welfare requirements of the Early Years Foundation Stage in practice. She maintains a well-written set of policies and procedures, which she shares with parents to ensure they understand how she manages her provision. The childminder participates in regular training and professional development opportunities to continuously enhance her knowledge, improve practice and the outcomes for children. She holds a safeguarding training certificate and demonstrates a very secure knowledge of child protection. The childminder maintains records of suitability for all adult household members and understands her responsibility to inform Ofsted of significant events. She has effective procedures in place to assess and monitor the play areas available to children to ensure they are able to independently explore them. For example, she conducts daily risk

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provision

assessment checks of her home and all outings children participate in while in her care. The childminder takes all the necessary steps to ensure children in her care are safe and protected so that they can confidently learn and develop their skills.

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provision

The childminder effectively promotes children's learning and has good assessment and planning procedures in place. She skilfully supports individual children to learn new skills. The childminder monitors children's progress using the Early Years Outcomes document of the Early Years Foundation Stage to ensure they steadily advance to the next steps of their learning and development. The childminder maintains a good partnership with parents and effectively involves them in their children's experiences with her. For example, she provides parents with information about how she intends to promote educational programmes for children, so they can actively participate in and complement teaching at home.

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provision

The childminder effectively reflects on her practice using her own methods to self-evaluate and identify improvement targets for her provision. She regularly consults parents, through questionnaires and feedback notes, to recognise their expectations of her practice. The childminder observes children during play and activities to ensure they benefit from their experiences with her. She is part of a network of childminders and participates in regular meetings to reflect on and share good practice with other professionals. The childminder actively participates in activities at her local children's centre and has a good understanding of the services available to families in her area. She has good links with local nurseries, pre-schools and schools to promote children's learning. The childminder understands the importance of keeping accurate records of children's educational needs in order to identify their needs and provide them with effective support

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provision

to ensure their success in the school 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY457356 Local authority Hertfordshire Inspection number 931144 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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Name of provider

Date of previous inspection not applicable

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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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