Childminder in Hertfordshire

Inspection date

Previous inspection date 09/09/2014 03/11/2011

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching is good. This is because the childminder uses information from her observations and assessments to effectively plan for the next steps in children's learning. This helps them to make good all-round progress.  The childminder's understanding of safeguarding procedures is strong. This ensures that children's welfare is protected and they are kept safe from harm.  Children develop a very strong sense of belonging with the childminder through her warm and sensitive interaction and her strong commitment to caring for them and their families.  There are strong partnerships with parents because the childminder encourages them to share information and works very effectively with parents to support children's learning and development.

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It is not yet outstanding because

 The childminder does not always encourage children to elaborate on their play ideas and investigate a wide range of natural and tactile materials, in order to fully support their exploration and engagement in open-ended activities.  The childminder does not always help children to fully understand and cooperate with some routines such as, tidying up before getting more toys out. This means children's growing understanding of self-control is not maximised.

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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 activities on the ground floor of the premises and undertook a joint observation with the childminder.

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Inspection activities

 The inspector talked to the childminder and children at various times throughout the inspection and looked at a sample of their records.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, and looked at her self-evaluation and improvement plan.  The inspector took account of the views of parents from the references supplied.

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Information about the setting

The childminder registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children in a house in Garston, near Watford, Hertfordshire. The childminder uses the whole of the premises except for the loft rooms for childminding. There is a rear garden for outside play. She attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre- schools. There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder occasionally works with an assistant. The childminder cares for children all year round, from 7am to 7pm, Monday to Friday, except for family holidays.

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

 strengthen teaching and learning experiences by providing opportunities for children to explore a wider range of media and sensory materials, which are open-ended so they can be used, moved and combined in a variety of ways to help them build their own ideas and consolidate their learning

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

 enhance opportunities for children to fully understand and cooperates with some routines such as, tidying up before getting more toys out, to maximise children's growing understanding of self-control.

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who attend

The childminder gathers detailed information from parents, prior to children starting with her, in an 'All About Me' sheet. The information gathered contributes to the childminder's precise and systematic observation and assessments of children's development. Consequently, children's interests and next steps for learning are highlighted clearly. This allows the childminder to plan and provide activities that build on what they already know and can do. The childminder ensures that there are sufficient age-appropriate toys linked to children's interest. Children's fascinations in stories are very well supported with good quality of books that are displayed well. The childminder uses an interesting range of props to keep children involved and interested and children confidently retell and act out their favourite traditional tales. However, the childminder does not always provide a wide range of natural and tactile materials for children to explore deeply. This limits the ways

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who attend

they can experiment and explore with stimulating materials in order to maintain their focus and extend their concentration. The childminder has a good understanding of the seven areas of learning and effective teaching methods. She skilfully supports children's language development by speaking clearly and slowly. She constantly chats to them, imitates sounds and repeats what they say and do. The childminder details the good progress children have made, noting in particular that they are becoming eager to talk with confidence. The childminder sensitively supports children to solve problems as they complete a matching card game. She ensures the activity are challenging but achievable, by removing some of the cards so there are not too many options and the children can succeed. The childminder is a good role model and uses the language of thinking and learning. She shows that she is curious and will try and find the cards with children to see if they match. Consequently, this

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who attend

presents a positive attitude towards learning and prepares children well in readiness for the next stage of their learning and move to school.

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who attend

The childminder works very closely with parents regularly discussing the children's development. She demonstrates she has the required information to complete the progress check for children between the ages of two and three years, when required. She uses an internet based information system to record all children's progress and shares this comprehensive information with the parents. This includes observations of the children at play, delightful photographs, accurate assessments of the children's development linked to all the areas of learning and the suggested next steps. Parents access the system at their own convenience and this information is directly passed to them. Consequently, this ensures an effective two-way flow of information and supports the childminder's close relationship with the parents as well as enabling parents to be fully engaged in their child's learning at home.

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

Children quickly build secure bonds with the childminder because she takes time to get to know each individual child and their family. Through the frequent discussions with the parents, she provides care routines that match those that parents follow at home. The childminder works closely with parents to ensure each child's individual needs are met and children with particular individual needs are well cared for. Parents can access the secure internet based system at any time and receive messages and photographs of their children playing happily, to be assured of her care and their children's well-being. The childminder has close and warm relationships with all the children. She has a kind and caring approach and strives to provide a warm, homely atmosphere, which supports children's personal and social skills very well. The childminder sensitively helps children to address their fears within safe and acceptable boundaries. She develops a range of activities that gently

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

builds children's confidence around animals. The childminder gently helps children to learn the house rules and the expectations for good behaviour such as, saying 'please' and 'thank you'. The childminder gives children time to finish their play naturally, for example, when she gives gentle reminders to visit the toilet. However, children are not always involved in tidying away the toys after they have finished playing with then. This does not help children fully understand and cooperate with some routines and means children's growing understanding of self-control is not maximised. The childminder effectively encourages children to interact with others. Children explore and gain confidence in new situations as the childminder takes them to local attractions. Children learn to exercise and take manageable risks as they visit soft play areas and are shown how to use the equipment safely. Younger children enjoy visiting local farms with

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

the older children during the school holidays. This provides children with opportunities to experience and strengthen their knowledge of their community and others. The childminder visits local toddler groups and children begin to play with others while the reassurance of a familiar adult builds their confidence in bigger groups. The childminder supports children's emerging independence skills. They are encouraged to practise drinking from a cup without a lid and they are beginning to learn to dress and undress during games with the dressing up clothes. These growing social skills and self-assurance help children to prepare for their move onto other settings or school in the future. The childminder provides a flexible system where parents chose whether they or she provides the meals. Extra healthy snacks are provided if required. Children learn about healthy eating by discussing healthy foods during mealtimes. The childminder is very aware of

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

protecting children with allergies and ensures she has regard to good food hygiene and checks the ingredients to ensure she is aware of any allergens. This supports children to stay healthy and safe.

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provision

The childminder has a secure understanding of her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has a strong understanding of safeguarding issues and is very aware of the procedures to follow if a child protection concern were to arise. Children are effectively protected as a result. The childminder creates an environment that is welcoming, safe and stimulating. She minimises risks in the home and on outings. The childminder has strong contingency plans in case of emergency. She occasionally uses assistants who know the children well and are suitably informed of the childminder's methods of protecting children and meeting their needs. All assistants are well supervised and hold current Disclosure and Barring Service checks. The childminder completes comprehensive records for the efficient management of the early years provision. She makes her broad range of written policies and procedures

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provision

available on the internet management system so that parents are clear about her provision.

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provision

The childminder demonstrates a good understanding of how to promote children's progress throughout the Early Years Foundation Stage. She effectively monitors their learning and development by highlighting development statements. This ensures that she can easily identify children that are not progressing rapidly as expected and plan future activities to quickly narrow any gaps in their achievements. The childminder is ambitious about improving provision and practice, and wants the children to receive a highly effective service. She effectively reflects on her practice and has a detailed improvement plan. The childminder attends regular childminder advisory groups, which shapes her professional development and improves her teaching and knowledge of how children learn. Parents comment how pleased they are with the service the childminder offers. The childminder demonstrates that she is able and prepared to work closely with other

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provision

professionals as necessary, so that children receive any additional support they may need. The childminder has established partnerships with other providers delivering the Early Years Foundation Stage to children and she shares information to support children's learning and development. This provides a strong consistency of care.

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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 EY414628 Local authority Hertfordshire Inspection number 874316 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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