Draper, Karen Violet

Inspection date

Previous inspection date 11/09/2014 19/10/2009

p.1

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

p.1

This provision is good

 The childminder follows children's interests consistently through both adult-led and child-initiated play. Children enjoy their time at the setting and their learning and development are supported.  The childminder is very kind and caring. She builds strong bonds with the children and they feel happy and comfortable in her care.  Safeguarding practice is robust. The childminder has an excellent understanding of how to ensure that children's safety and welfare are continuously promoted.  The childminder has developed a highly effective settling-in procedure, which supports positive relationships with parents. Children's individual needs are fully discussed and successfully met.

p.1

It is not yet outstanding because

 The childminder has yet to develop highly successful strategies to involve all parents in their children's learning to ensure that they make the best possible progress.  The childminder does not always maximise opportunities for children to independently manage their own health and hygiene needs.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the lounge.  The inspector checked the qualifications and suitability of the childminder.

p.2

Inspection activities

 The inspector looked at children's assessment records, a sample of policies and procedures and the self-evaluation form.  The inspector and the childminder conducted a joint observation.

p.2

Inspection activities

 The inspector read feedback from parents that the childminder received prior to the inspection and took account of their views.

p.2

Information about the setting

The childminder was registered in 1995 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a first floor flat in Markyate, Hertfordshire. The whole flat is used for childminding. She has two cats as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder provides funded early education for three- and four-year- olds. There are currently three children on roll, two 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 5.30pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 enhance partnerships with parents by developing highly successful strategies to share children's next steps to enable them to support learning in the home environment and continuously promote children's learning and development

p.3

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

 encourage children to independently manage their own health and hygiene needs.

p.3

who attend

Children play happily and benefit from a well-resourced environment that promotes learning through play. The childminder encourages children to make choices and places a strong emphasis on following their interests through a mix of child-initiated and adult-led experiences. Children particularly enjoy a play-dough activity and decide that they want to make birthday cakes. A range of resources are provided, including tools to cut and shape the play dough, candles and plastic numbers. Children develop their fine motor skills and also their understanding of shapes as they manipulate the play dough into circles. The childminder talks to children about making two cakes, one for mummy and one for daddy. They gain an understanding of quantity and begin to recognise numbers as they pick out plastic numerals to put on their cakes. This helps to promote children's mathematical knowledge.

p.3

who attend

The childminder is a skilful communicator. She comments on what children are doing and asks them open-ended questions. Children are given time to think about their answers and the childminder shows an interest in what they are saying. Consequently, they feel important and know that their opinions are valued. When children say words, such as 'yeah', the childminder reminds that of the correct word by simply saying 'yes' after them. Children naturally repeat this, extending their understanding of how to pronounce words correctly. The childminder makes good use of books to extend children's vocabulary. She encourages children to participate during story time and engages in conversation with them about what they can see. As a result, communication and language development is effectively promoted and children are developing some of the skills for future learning.

p.3

who attend

The childminder has sound knowledge and understanding of the learning and development requirements. Educational programmes fully cover the seven areas of learning and children make good progress from their starting points. Planning is based around children's next steps and their interests and the childminder uses all play opportunities to support their learning. For example, she uses mathematical language in all activities to promote children's interest in numbers and counting. The childminder observes children and tracks their progress using the early years outcomes. Observations are shared with parents during daily feedback. They are encouraged to mention areas of learning that they would like the childminder to focus on in the setting. However, the childminder is yet to develop successful strategies to fully involve parents in their children's learning and development. She does not share next steps that she has identified

p.4

who attend

with parents, in order to enable them to support these in the home environment. Consequently, children's progress is not always as swift as possible.

p.4

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

The childminder is very kind and caring towards children, who feel content in her care. She builds strong, supportive relationships with them and is empathetic towards their needs. When feeling tired or upset, children seek the childminder for comfort and cuddles. Children are encouraged at all times and given praise for the achievements no matter how big or small. This boosts their self-esteem and as a result, children are confident learners. Behaviour is of a high standard and clear expectations are in place. For example, the childminder encourages children to tidy up after themselves and take care of toys and resources. Children understand what is expected of them and positive behaviour is consistently reinforced. Highly effective settling-in procedures are in place to ensure that children form secure attachments with the childminder prior to attending her setting. Children are invited to visit her with their parents and she visits them in their home on

p.4

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

several occasions to develop the relationship. If they attend another setting, for example, nursery or school, the childminder will meet the parents at collection time, so that children can see her in this environment. The childminder has good relationships with parents and care needs are shared on a daily basis via verbal feedback. She is familiar with what parents are doing at home and follows this routine to ensure continuity of care for the children. Consequently, children's emotional well-being is consistently promoted and they are well prepared for future learning in school.

p.4

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

The childminder encourages children to exercise and play in the fresh air by taking them to a local park on a daily basis. They are able to run around in large spaces and develop their gross motor skills on the various pieces of equipment. Parents provide meals and snacks for their children and the childminder encourages these to be nutritious. Children wash their hands before meals and after going to the toilet. The childminder promotes the importance of being healthy, however, she does not always maximise opportunities for children to independently manage their own health and hygiene. For example, she does not actively encourage children to learn how to wipe their own noses.

p.4

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

The childminder makes good use of the space and environment. She has a wide range of resources that children can access independently. Each toy box has a photograph of what's inside and a large hand-written label. Toys and equipment are of good quality and safe for the children to use. The childminder makes good use of local toddler groups and this allows children to access different toys and activities to enhance their learning. She maximises opportunities to teach children about road safety when they go on outings, for example, to the local park.

p.5

provision

The childminder has a sound understanding of the Early Years Foundation Stage. She meets all of the safeguarding and welfare requirements and children are kept safe in her care. Safeguarding practice is robust and the childminder is knowledgeable about the signs and symptoms of abuse that would cause her concern. She understands the procedure she must follow and who she would report her concerns to. The childminder understands how to protect children from the inappropriate use of technology. Comprehensive procedures are in place for when children have accidents and require first- aid treatment, including effective strategies for alternative care if the childminder has to take a child to hospital. The childminder seeks to minimise the risk of spreading infections between children by encouraging parents to keep them at home when they are unwell. Appropriate risk assessments are in place and she fully considers how to keep children

p.5

provision

safe, both in the setting and on outings. Consequently, children's safety and welfare are consistently promoted.

p.5

provision

The childminder attends relevant training courses to enhance the quality of teaching and care. For example, she has recently completed food allergy training to develop her knowledge and understanding of food allergies and intolerances that children may have. As a result, the childminder is able to support children's individual needs.

p.5

provision

The childminder monitors children's progress in their learning and development and identifies if there are any areas that they need additional support in. She communicates with parents about the standard of teaching and care that she provides and asks them for feedback of her strengths and areas for improvement. The information that is gathered is then used to evaluate the quality of her teaching and practice, in order to make the necessary improvements. Since the last inspection, she has extended her use of risk assessments to include all outings. Partnerships with parents have developed, however, they are not yet highly effective to involve them in all aspects of their children's learning. The childminder understands the importance of working with other professionals and how to support children, who either attend more than one setting or are moving onto school. Parents reveal that they could not be happier with the childminder's care and that she is

p.5

provision

kind, caring and trustworthy. They state that they would recommend her to other parents.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 129458 Local authority Hertfordshire Inspection number 870988 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10