Childminder in Hertfordshire

Inspection date

Previous inspection date 05/09/2014 18/11/2008

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early years provision

This inspection: 1 Previous inspection: 2 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 is a highly skilled communicator. She effectively engages in purposeful conversations to support children's communication and language development.  The childminder follows children's interests exceedingly well and provides rich and imaginative learning experiences, which ensures they make excellent progress in their learning and development. Children are exceptionally well-prepared for future learning at school.  Safeguarding practice is robust. As a result, children are safe and their welfare is promoted.  The childminder is extremely caring and empathetic towards children. They are very happy in the setting and are confident learners.  The childminder has excellent partnerships with parents to ensure that children's learning and care needs are met exceptionally well at all times.  The childminder is enthusiastic and has consistently high expectations of herself. She successfully evaluates her teaching and care practice identifying training that will

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This provision is outstanding

enhance her knowledge and understanding to promote children's learning and welfare needs.

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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 had a tour of the areas of the childminder's home that children have access to.  The inspector observed activities in the lounge, dining area and garden.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked the qualifications and suitability of the childminder, and other household members aged 16 and over.

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Inspection activities

 The inspector looked at the children's assessment records, the planning documentation, a range of policies and procedures and the self-evaluation form.

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Inspection activities

 The inspector read feedback comments from parents that the childminder had received prior to the inspection.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged nine and 12 years, in a house in Welwyn Garden City, Hertfordshire. The whole of the ground floor, two bedrooms on the first floor and the rear, fully enclosed, garden are used for childminding. The family has one dog as a pet. The childminder attends a toddler groups and activities at the local children's centre. She visits the shops, park and farm on a regular basis. She collects children from the local schools and pre-schools. The childminder supports children who speak English as an additional language. She provides funded early education for three- and four-year-olds. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 6pm, Monday to

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Information about the setting

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:

 develop highly effective partnerships with other settings that children are due to attend, to ensure that the outstanding care and learning, that is already in place, is shared and complements activities provided by others.

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who attend

Children are highly motivated and inspired to learn. The quality of teaching is outstanding. The childminder has an excellent understanding of the learning and development requirements and expert knowledge of how children learn. She regularly observes the children in their play and skilfully identifies relevant next steps that will support their emerging interests, extend their thinking and provide optimal challenge. Children's learning journeys demonstrate the childminder's extensive knowledge of their learning and development. She consistently tracks each child's learning and assesses their progress against the early years outcomes. As a result, the childminder is able to quickly identify any concerns she has regarding children's learning and development to ensure that appropriate support or intervention is provided if necessary. Learning journeys include valuable observations from parents and they regularly share information of what their

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who attend

children like to do at home. This includes sending the childminder photographs. The childminder encourages parents to have an active role in their children's learning. For example, she is a member of a local farm attraction and regularly visits with children. She receives discount entry tickets, which she gives to the parents so that children are able to go with their parents and create links between their learning experiences in the setting and the home. Consequently, children make very rapid progress from their starting points towards the early learning goals.

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who attend

The childminder provides a well-resourced environment and expertly plans rich and imaginative learning experiences for the children. These include regular outings, for example, to the local farm, fruit picking and to museums. Children benefit from having first-hand experiences to learn about the world they live in. For example, children learn how they must position their hands when feeding farm animals, in order to keep safe. The childminder follows children's emerging interests. She provides a range of different sized paintbrushes and rollers for children to use for water painting in the garden when she observes them using the smaller brushes. Interesting learning experiences, such as making musical shakers using plastic bottles and pasta, help to develop children's understanding of different sounds. They decorate the bottles and have a discussion with the childminder about sounds being gentle and hard. Children remain engaged for a long

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who attend

period of time and their learning is significantly enhanced by the childminder's skilful interactions.

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who attend

The childminder enriches all aspects of children's learning and development through her ability to communicate effectively and engage older children in purposeful conversations. For example, she encourages children to count their steps when playing on the stilts and talks about the variations in the size of objects during activities. Her excellent use of language supports the development of children's mathematical knowledge, as they discuss concepts such as more or less. Children's language is further enhanced by conversations where they are encouraged to recall past events. The childminder is a highly skilled communicator, which enables her to expertly support children who speak English as an additional language. She makes use of songs and stories and includes a running commentary to daily activities, which promotes children's communication and language development. Children are encouraged to develop their communication skills and

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who attend

imagination through story-telling. The childminder makes excellent use of open-ended questions to enable children to share their thoughts and ideas. She carefully listens and allows them plenty of time to answer. As a result, children's thinking is extended. Children are exceptionally well-prepared for their future learning in school.

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

Children are extremely happy in the setting. The childminder is very caring. She skilfully supports children to build strong, emotional attachments with both herself and their peers. She is empathetic towards the children's individual needs and they actively seek her to join in their play. The childminder regularly praises the children for their achievements, which boosts their self-esteem. She takes the time to listen to what children have to say and raises their confidence by taking an interest in their thoughts and feelings. As a result, children feel important and valued. The childminder supports children to become independent and teaches them skills that they will need at school. For example, children help themselves and make choices at meal times, and get themselves ready for outdoor play. The childminder uses a range of resources to develop children's understanding of change and to emotionally prepare them for changes in their lives. For example, she uses

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

story books to introduce the idea of going to school and engages in conversations with the children to discuss what they think it might be like. The childminder has excellent understanding of how to support children when they first attend her setting and has a highly effective settling-in procedure. Meetings with parents enable the childminder to gain a comprehensive understanding of the children's care needs and to develop secure relationships with both the children and their parents. Children's emotional well-being is, therefore, effectively promoted. They are confident learners and this solid foundation enables them to be emotionally well-prepared for their next stage of learning in school.

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

The childminder actively contributes to children's growing understanding of how to be healthy. They enjoy a wealth of varied, wholesome snacks and meals and the childminder has excellent knowledge about nutrition in children aged under five. She provides activities, such as fruit picking, to extend children's knowledge of healthy eating. Children are developing an enhanced understanding of good hygiene practices and the childminder reinforces the importance of this during conversations throughout the day. For example, they are fully aware of when they must wash their hands, including when they take trips to the farm. Children have the choice of whether they play inside or outside. This enables them to play in the fresh air and exercise to support their physical development. The childminder takes children to the local parks regularly to support them in the further development of their gross motor skills. Children learn how to use equipment safely and

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

take risks in their play. For example, the childminder provides resources such as stilts, which they use in the garden. Children understand that they must not use these when walking up or down the steps and are starting to take responsibility for their own safety as they follow rules, designed to keep them safe.

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

The childminder is an excellent role model for children's behaviour. She is respectful and encourages children to be the same. Children are encouraged to have good manners at all times and the childminder gently reminds them if they forget. She uses meal times as an opportunity to develop children's social skills and engages them in conversations about their family and home interests. The childminder skilfully reinforces positive behaviour, sets clear boundaries and has high expectations of the children. Children's behaviour is exemplary, as a result.

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provision

The childminder effectively evaluates her practice to ensure that all the requirements of the Early Years Foundation Stage are met to a consistently high standard. Since the last inspection, the childminder has developed her safeguarding and welfare knowledge. Safeguarding procedures are robust and firmly embedded in practice. Keeping children safe at all times is always the utmost priority. The childminder has excellent understanding of her role in promoting children's safety and welfare, including how to protect children from inappropriate use of technology. Exceedingly effective risk assessments are consistently implemented to ensure children remain safe, both in the setting and when on outings.

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provision

The childminder's expert knowledge enables her to have an excellent understanding of the educational programmes. She successfully identifies training that will enhance her teaching and benefit children's learning, development and care. For example, she has attended Every Child a Talker and Nutrition in the Under Fives training. Through successful implementation of the knowledge that she gained into her practice, children make excellent progress and their well-being is significantly enriched. The childminder demonstrates a continuous strive to improve, as she enthusiastically delivers first class teaching and care.

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provision

The childminder does not currently have any children attending the local pre-school but is aware that this is soon to change. She is looking to rebuild strong links with the local pre- school to ensure that her activities complement those delivered elsewhere, in order to continue to provide outstanding learning and care for all children. She demonstrates an excellent understanding of how to do this, having previously worked in tandem with other providers. Partnerships with parents are excellent. The childminder successfully involves them in all aspects of their children's learning and care. Parents are invited to be part of the evaluation process and offer regular feedback on the teaching and care that their children receive, through questionnaires and informal conversations. Children are also involved and the childminder asks their opinions of what they like and don't like. Parents, past and present, write formal references and recommendations praising her practice,

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provision

which she keeps for prospective parents to read. They are extremely happy with the care that the childminder provides and would recommend her to other parents.

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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 EY357554 Local authority Hertfordshire Inspection number 857532 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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