Childminder in Hertfordshire

Inspection date

Previous inspection date 16/09/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder delivers good teaching through providing a good selection of interesting and challenging activities and resources. She talks to the children, and uses open-ended questions about what they are doing and what choices and decisions they are making. This promotes children's developing language and empowers children to make choices for themselves and be independent.  Children have quickly established strong bonds and attachments with the childminder and her family. This effectively supports children's feelings of safety and security. As a result, they display good levels of confidence and self-esteem.  The childminder places high priority on children's safety at all times. She has a secure knowledge and understanding about her role and responsibility to protect children and keep them from harm.  The childminder has established effective partnerships with parents. This benefits children by providing consistency and coherence at home and with the childminder.

p.1

It is not yet outstanding because

 Children's opportunities to socialise and learn in group situations are not yet maximised.

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

p.2

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.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector and childminder jointly observed and discussed children's learning and development during play and at snack time.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged 12, eight and three years, in a house in Welwyn Garden City, Hertfordshire. The whole of the ground floor, the bathroom and two bedrooms on the first floor are used for childminding. The childminder uses her garden and takes children to the local park for outdoor play. The childminder collects children from the local school and pre-schools. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. There is currently one child on roll who is in the early years age range. Children attend for a variety of sessions. The childminder is a member of the Professional Association for Childcare and Early Years.

p.3

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

 extend opportunities for children to learn and participate in social and group situations by, for example, attending age appropriate toddler and pre-school activity groups.

p.3

who attend

The childminder delivers the Statutory framework for the Early Years Foundation Stage to a good level. She effectively observes children as they play and successfully assesses their abilities against the typical expectations for their age. The childminder has only recently begun caring for children, but is effectively using evidence from the information gathered to measure children's progress from their individual starting points. Children respond well to the childminder's good teaching methods and this is effective in promoting children's developing communication and speech. For example, children choose a farmyard book and the childminder reads it while making the animal noises, and asking the children to find the corresponding animals among the toys in the farmyard. She introduces new words as children play and explore activities. This successfully extends their learning and understanding. Children's physical skills are progressing well. Toddlers show their

p.3

who attend

capabilities as they walk to the cupboard and reach up to retrieve their drinking cup, showing their stability when on tip toes. Children's personal, social and emotional development is progressing well. They show good levels of independence and confidence appropriate to their age. They interact appropriately with unfamiliar adults and show their confidence as they move around the room, selecting toys and books of their choice. This shows that children make decisions about how and what they play with. Consequently, children feel valued and make good progress in their learning and development.

p.3

who attend

The childminder effectively identifies children's next steps in their learning through regular observations. She uses this information to plan future activities to challenge children and support their good progress. She provides a variety of experiences and routines to enable children to develop the skills and dispositions they need to move on to nursery and eventually school. However, children do not yet benefit from regular visits to early years activity groups and settings, to enable them to become more accustomed to playing and learning in group situations.

p.4

who attend

The childminder has effectively developed good partnerships with parents. She gathers information about what the children like and can do, and what their current interests are. This allows the childminder to provide toys and activities, which interest and engage children. As a result, children settle quickly and happily, and their ongoing progress is efficiently shared. Parents speak with the childminder on a daily basis; they share achievements and milestones verbally, ensuring that information on children's learning and development at home as well as with the childminder is consistent. As a result, children's learning and development is successfully fostered.

p.4

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

The childminder promotes children's emotional well-being, confidence and self-esteem. Children demonstrate that they have formed strong bonds and attachments with the childminder; they spontaneously reach for the childminder to receive a cuddle and they show affection in return. The childminder is calm and nurturing, effectively supporting children's understanding and feelings of security. Consequently, children show that they have a developing awareness and understanding of behaving safely and acceptably. Children make choices about their activity as they freely select from an interesting range of appropriate equipment and resources. This effectively promotes their feelings of independence and encourages them to make decisions for themselves. This practice results in children displaying high levels of self-confidence. Children smile freely, which shows that they enjoy their time with the childminder, exploring and learning in the well-

p.4

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

resourced environment. As a result, children are developing the skills and confidence needed to enable them to be emotionally well prepared to move on to other settings and school.

p.4

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

The childminder works in partnership with parents to provide individually tailored settling- in procedures. She obtains detailed information on children's care needs to ensure that their well-being is effectively supported. As a result, children settle quickly and happily. They display confidence and security in the childminder's home. She provides a good selection of toys, activities and experiences, which enable children to develop the confidence, skills and independence they need for the next stage in their learning. Children are gaining a good awareness of managing their own personal safety, relative to their age and understanding, because the childminder gives gentle guidance and reminders to watch out for hazards. She further supports children's independence by skilfully holding back and verbally encouraging the children to try to do things for themselves. This is very effective in supporting children's good levels of independence and

p.4

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

Children and toddlers are developing good habits and routines, which support their understanding of leading healthy lifestyles. They regularly explore equipment and engage in activities that develop their physical skills both indoors and outside in the fresh air. Parents provide their children's meals and the childminder ensures that children eat appropriately. The childminder supplements their meals with healthy snacks, such as, fresh fruit, breadsticks and cheese. Additionally, toddlers show competence in feeding themselves independently. The childminder further supports children's independence and physical skills by providing sturdy furniture and a helping hand to encourage babies and toddlers to walk. As a result, the childminder successfully promotes children's welfare and emotional well-being through delivering good care practices.

p.5

provision

The childminder displays a secure knowledge about how she protects all children in her care. She successfully meets the safeguarding and welfare requirements to a good standard. She regularly carries out risk assessments within her home and outdoors, which ensures that children can play and explore safely. The childminder demonstrates a secure understanding about her responsibility for safeguarding children and she is aware of the procedures to be followed in the event of a child protection concern being raised. Additionally, she makes sure that all adults within her home have checks to ensure that they are suitable to be around young children. As a result, children are effectively safeguarded.

p.5

provision

The childminder has processes in place to effectively monitor and evaluate, the quality of the teaching and learning that she provides. She has only commenced childminding recently and has quickly established good partnerships with parents. By regularly sharing information, the childminder ensures that she effectively monitors and evaluates children's ongoing progress. She has quickly established a good quality learning environment where children's activities are well matched to their individual interests and needs. The childminder has processes in place to help her seek the views of parents and children as part of her reflective practice and as a guide to implementing further improvements. She is keen to update her knowledge and training in order to maintain the good levels of care and teaching she provides.

p.5

provision

Partnerships with parents are successful because the childminder liaises with them daily. The childminder is flexible in the service she provides, which enables her to meet the needs of individual families. Currently, no children attend any other early years settings. However, the childminder is fully aware of the requirement to establish links to ensure that all adults work together to provide a consistent approach to children's learning.

p.5

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.5

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 EY449417 Local authority Hertfordshire Inspection number 961102 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

p.8

Name of provider

Date of previous inspection not applicable

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