Childminder in Hertfordshire

Inspection date

Previous inspection date 23/09/2014 19/01/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a sound understanding of the learning and development requirements of the Early Years Foundation Stage. She observes children's skills and interests and uses this information to organise their educational routines.  Teaching is adequate. The childminder promotes learning through play and interacts with children to enhance their skills.  Children are happy and settle well. The childminder offers flexible settling-in sessions to support their emotional well-being.  The childminder has a generally secure understanding of the safeguarding and welfare requirements. She maintains a set of written policies and procedures to guide her practice and shares them with parents.

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It is not yet good because

 The childminder does not always effectively share with parents information about her routines for managing children's care, such as school collection procedures. Therefore, children's continuity of care is not maximised.  Children's next steps of learning and development are not clearly identified or directly related to activities available for them. Therefore, children's learning is not maximised at all times.

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

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Inspection activities

 The inspector viewed the indoor and outdoor areas of the premises used for childminding. She looked at equipment and resources available to children.

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Inspection activities

 The inspector looked at children's assessment and planning documents. She discussed a range of policies and procedures in place, including the safeguarding procedures.

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Inspection activities

 The inspector checked the evidence of the childminder's qualifications and of the suitability of all those living on the premises.

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Inspection activities

 The inspector spoke to a parent present on the day of the inspection and took into account feedback recorded in written letters.

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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 with her husband and one adult son in Hunton Bridge, Kings Langley, Hertfordshire. The whole of the property and the rear garden are used for childminding. The childminder has a dog as pet. She attends age- appropriate groups with children. The childminder takes and collects children from the local schools and pre-schools. There are currently five children on roll, of whom two are in the early years age group. The childminder supports children who speak English as an additional language. Children 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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must:

 strenghten the two-way flow of communication with parents to ensure they are more effectively informed of arrangements, such as school collection procedures, so children's continuity of care is maximised.

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must:

 ensure children's next steps of learning are more clearly identified in order to maximise their opportunities to develop all their skills during activities.

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who attend

The childminder obtains information from parents about their children's skills and preferences for play on entry. She uses this information to tailor children's initial experiences at her provision. For example, the childminder learns that children enjoy playing with dolls and prams at home. She provides them with toys and resources to play with. Children effectively develop their imaginative play as they independently explore the interesting and well-resourced home corner, where they play with their dolls. The childminder extends children's play and interacts with them to expand their interests. For example, she provides them with modelling dough and children make pretend food with it to 'feed' their dolls. The childminder asks a range of questions to engage children in thinking and communicating their ideas during play. For example, she engages children in talking about food they currently like and food they used to eat when they were babies.

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who attend

The childminder engages children in reflecting about past events in their lives and retelling stories about their own experiences. Children actively play at the provision. The childminder records brief observations of their skills and activities they especially enjoy in a daily diary. This is shared with parents on a daily basis. The childminder organises experiences and opportunities for children to play and expand their interests. However, activities are not purposefully planned to promote children's next steps in learning. Therefore, their learning is not maximised. The childminder supports children who speak English as an additional language. She gathers information about their home languages, cultural background, preferences and interests to ensure she meets their needs. The childminder completes the progress check for children aged between two and three years and understands the importance of identifying areas of development that are progressing

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who attend

below the expected rate from early in life to ensure they are supported accordingly. She demonstrates a sound knowledge of the learning and development requirements of the Early Years Foundation Stage.

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who attend

Teaching is adequate because the childminder knows children's interests and has sound knowledge of their learning needs. She prepares an enabling environment where they can explore and extend their play and knowledge. Children learn though play and positive interactions with the childminder. For example, children 'feed' their dolls and the childminder encourages them to count how many spoons of food their dolls 'eat'. She teaches children to listen to her instructions and guides them on the colour and type of food to create with the modelling dough, such as red apple and orange carrot. The childminder encourages children to be creative and make their own food with the modelling dough, then describe it. She provides them with varied educational routines. Programmes for children include, regular visits to toddler and activity groups and visits to local farms, zoos and parks on a regular basis. Children have opportunities to play with

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who attend

other children and learn to socialise in larger groups. The childminder provides children with resources, equipment and toys across the seven areas of learning and development. Therefore, children learn and develop their skills through play, according to their preferences and aptitudes.

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who attend

The childminder maintains daily discussions with parents and encourages them to use the daily diary to record information about their children's needs and aspects of their learning at home. The childminder demonstrates sound knowledge of child development and supports children to learn skills to ensure their school readiness. For example, she regularly reads to children and plans creative activities that require concentration and develop their imagination.

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

The childminder's provision is very welcoming and children settle well in her care. She is very caring towards them and they form strong bonds and attachments. Parents complete the 'all about me' form and share information with the childminder about their children's dietary requirements, sleep and eating patterns. The childminder organises children's routines with her, according to their routines at home and this helps children to confidently settle in her house. She offers flexible settling-in sessions, which are organised in partnership with parents according to the needs of individual children. The childminder shares information about children's individual care routines with parents through the daily diary to ensure they are aware of the care practices she promotes for their children. However, she does not always provide parents with information about her organisation of the children's day, so children's continuity of care is not maximised.

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

Children behave well because the childminder praises, listens and talks to them about their behaviour and boundaries at her provision. She has effective behaviour management strategies in place. For example, the childminder displays written and picture posters with the house rules so children of all ages can understand their boundaries. She also displays posters about 'feelings' and refers to those when she needs to explain children about the effects of their actions on others. The childminder's provision is very interesting and provides children with opportunities to be independent. For example, she consults children on what they would like to do and encourages them to explore, choose and set up their favourite activities. Therefore, children's confidence grows and they create a sense of trust towards the childminder. For example, children ask the childminder if they can play with the small portable trampoline indoors and she sets it up for them in the play room.

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

Children have fun jumping on the trampoline, they count and sing while playing. The childminder tells children to hold onto the support so they can jump safely. They listen to her instructions and play more carefully. The childminder teaches children to keep safe during outings. They learn to cross the road, to hold hands and to respect the environment.

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

The childminder ensures children have daily opportunities to exercise and play outdoors. She provides children with a range of equipment and toys to challenge their development while playing outside. Children explore the nature and learn about life cycle of plants at the childminder's home. They enjoy daily outings to the park and take the childminder's dog for walks. The childminder promotes healthy living and ensures children learn to be independent with their personal needs. For example, children have easy access to toilets and independently wash their hands before meals and after activities. The childminder teaches children to understand and be aware of their personal needs. For example, she reads books about toilet training to children to support them in learning to communicate their needs and to be independent. The childminder works with parents to ensure children are emotionally prepared to progress to school. She reads books about school and

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

celebrates with children the fact that they will have new friends and teachers in order to motivate them.

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provision

The childminder generally understands the safeguarding and welfare requirements of the Early Years Foundation Stage. This inspection was prioritised following concerns being raised about the childminder's inconsistency in sharing information with parents about specific events their children participate in with her. The inspection found that the childminder had failed to inform parents about a recent event when she left children asleep in the car, under the care of another childminder, while she collected a child from school. The childminder has clear policies and procedures, which state that she will maintain a two-way flow of communication with parents about their children's experiences while in her care. However, this was not implemented effectively on this occasion. This is a breach of the safeguarding requirements of the Early Years Foundation Stage. The childminder maintains a set of written policies and procedures, which she uses well in

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provision

other respects to guide her practice. She shares with parents a folder where she records information about her family, routines, learning and development, policies and procedures. She ensures all parents have an induction during children's settling-in sessions so they understand how she manages her provision. The childminder maintain records of the day- to-day care practices with children, such as medication she administers to them when needed and accidents involving them while in her care. These are effectively shared with parents. She conducts daily risk assessment checks and monitors the quality of resources and equipment throughout the time children attend the provision. The childminder maintains evidence of suitability for all adult household members and participates in training, such as first aid and child protection, to ensure she is able to promote children's well-being and welfare in practice. The childminder understands the signs of abuse and

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provision

the steps to take if she becomes concerned about a child in her care.

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provision

The childminder promotes the partnership with parents in relation to their children's learning. She encourages parents to participate in her provision. For example, the childminder encourages them to stay and play with their children whenever it suits them. She has links with local children's centres, where she participates with children in activity groups. The childminder works closely with local authorities early years team, where she participates in training and advertises her vacancies. She has procedures in place to liaise with local pre-schools and schools. She actively participates in preparing children to start attending other provisions and schools. For example, before children start attending a new school, the childminder celebrates it with them, she visits the schools with them and engages with teachers to ensure they are made aware of children's strengths in development or areas in which they need more support.

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provision

The childminder monitors the quality of teaching and the impact of it on children's learning by observing how they interact and learn in the environment she provides for them. She prepares her provision taking into account children's interests to ensure they engage in activities and play. The childminder monitors the quality of her provision by reviewing policies and procedures regularly to ensure they effectively reflect the day-to-day practice. She participates in a childminding network and implements new ideas for children, such as planning and observation forms when necessary. She consults parents, who share their thoughts and expectations on their children's care and education. Records show that parents are satisfied with the childminder's overall practice, support and dedication to their children.

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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 129785 Local authority Hertfordshire Inspection number 989859 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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

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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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