Childminder in Hertfordshire

Inspection date

Previous inspection date 29/09/2014 26/01/2009

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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

 The quality of teaching is consistently good. The childminder plans interesting activities that fully promote the seven areas of learning. As a result, children's learning and development is enhanced.  The childminder places an emphasis on teaching children about safety practices, such as road safety. Consequently, children's well-being is promoted and children learn to manage their own safety.  The childminder is knowledgeable about safeguarding issues. She understands the signs and symptoms that would cause her to be concerned. As a result, children's safety and welfare is protected.  Partnerships with parents are strong. The childminder involves parents in their children's learning and encourages a continuous link between learning in the setting and the home. Subsequently, children's learning and care needs are met.

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It is not yet outstanding because

 The childminder does not always maximise appropriate opportunities to ask children open-ended questions. As a result, their critical thinking is not extended to the optimum.  On occasion, the childminder does not always provide clear guidance for children about what is acceptable behaviour in order that children receive consistent messages.

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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 viewed areas of the childminder's home.

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Inspection activities

 The inspector observed children taking part in a range of activities and spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector checked the qualifications and suitability of the childminder and those over the age of 16 in the household.

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Inspection activities

 The inspector looked at children's assessments, planning documents, policies and procedures.  The inspector conducted a joint observation with the childminder.  The inspector spoke to parents and took account of their views.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Letchworth Garden City, Hertfordshire. The playroom, kitchen and the rear garden are used for childminding. The family has one dog as a pet. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, library 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 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 Friday, except bank holidays and family holidays. The childminder is a member of Professional Association for Childcare and Early Years.

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

 maximise all appropriate opportunities to ask open-ended questions in order to extend children's critical thinking to the optimum

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

 reinforce consistently, the behavioural expectations of the setting, so that children always know what is expected of them.

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who attend

Children play happily in a well-resourced environment that promotes learning through play. They particularly enjoy playing with dolls and place them in their pushchairs before dressing them. Children pretend to make food in the play kitchen and then feed their dolls. They play with the new dolls' house, which they can access from all four sides. This allows children to play with it together. Consequently, children learn to make believe and create their own stories and themes. The childminder encourages children to learn to write their own name on their pictures and creations. They give the marks that they make meaning by telling the childminder that it is their name. She spells out their name for them and then guides their hand to form the letters. As a result, children begin to develop their early writing skills and it helps to prepare children for future learning in school.

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who attend

The childminder supports children's communication and language development by engaging in conversations with them and providing a commentary during activities. For example, while doing a dressing activity using foam stickers the childminder talks to children about what clothes they are putting on their people. She talks about needing to find a pair of socks and explains what this means. As a result, children's vocabulary is extended and they learn that a pair means two. This helps to promote mathematical knowledge. The childminder discusses what clothes are needed for particular weathers, for example, a hat to keep the sun out of the person's eyes and children begin to develop an understanding about the world they live in. The childminder shares stories with the children and invites to make comments about what they can see in the pictures. Consequently, children learn to listen and concentrate on what others have to say, and

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who attend

share their own thoughts and opinions. However, on occasions, the childminder does not maximise opportunities to ask open-ended questions. As a result, children's critical thinking is not extended.

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who attend

The childminder meets all of the learning and development requirements and her teaching is of good quality. She observes children's learning and uses the early years outcomes to assess their progress. She communicates with other providers when children attend more than one setting to gain a greater understanding of their starting points. This enables her to identify children's next steps, plan interesting experiences that challenge them and meet all of their learning needs. As a result, children make good progress from their starting points. The childminder shares all information about children's learning with their parents. A monthly newsletter is sent out to parents, which includes what children will be learning over the following month. Parents are invited to contribute to learning in the setting and continue it in the home. There is an effective two-way communication between the childminder and parents. As a result, children's individual needs are

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

The childminder is kind and caring towards the children and, as a result, they are content in her care. Children build strong attachments with her and feel comfortable to ask for her help when needed. The childminder is very encouraging and praises children for their achievements. For example, when children sing a song by themselves, she warmly congratulates them and tells them how well they did. This makes children feel valued and raises their self-esteem. Consequently, children are confident learners. The childminder supports children well during changes in their lives, for example, when they first attend her setting. She works with parents to ensure that children's routines are followed and to understand everything about their individual needs. As a result, children benefit from a continuity of care. Children are emotionally prepared for future learning. Behaviour is generally good in the setting, for example, children tidy up the toys when they are asked

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

to. They learn how to look after their belongings and those of others. However, at times, the childminder does not always reinforce the expectation of positive behaviour so children occasionally receive mixed messages.

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

The childminder has a wide range of resources, which children are able to access independently. Toys and equipment are of very good quality and safe for children to play with. The childminder regularly attends local toddler groups with children and, as a result, they have access to different toys and activities to enhance their learning. Children learn about safety practices, such as road safety. The childminder places a big emphasis on developing children's understanding about the dangers of being near cars and roads. When she takes them out of the setting, she talks to children about holding her hand and not running off. She shares information with parents about being aware of cars in her road when it's dark and difficult to see. Consequently, children learn to manage their own safety. Partnerships with parents are also enhanced as they work together to promote children's well-being.

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

Children are supported to develop independence and the childminder encourages them to have a go before asking her for help. She is aware of children's abilities and provides assistance at appropriate times. For example, children are encouraged to go to the toilet by themselves to have some privacy. The childminder will then talk them through the process of flushing the toilet and washing their hands correctly. As a result, children learn about good hygiene practices. The childminder regularly reminds children to have a drink and she provides nutritious meals and snacks. Children have opportunities to play outside and exercise in the fresh air on a daily basis. The childminder takes children to the local park and they take her family dog on walks around the local area. As a result, children learn to be healthy.

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provision

The childminder has a secure understanding of the Early Years Foundation Stage. She meets all of the safeguarding and welfare requirements and, as a result, children's well- being is promoted and protected. The childminder is knowledgeable about safeguarding issues and understands her role in protecting children. She is aware of the signs and symptoms that would cause her to be concerned and that she must report her concerns in order to keep children safe. The childminder understands how to protect children from the inappropriate use of technology and visitors to the setting are not permitted to use their mobile phones. Consequently, children's safety and welfare is promoted. The childminder follows appropriate procedures when children have an accident or require medicine when they are in her care. She encourages parents to keep their children at home when they are taking prescribed medicine, which minimises the spread of infections. As a result, this

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provision

Partnerships with parents are strong. The childminder understands the importance of building a trusting relationship with each other in order to meet children's individual needs. Parents say that they like the interesting outings that the childminder takes children on, for example, to the lavender fields. They feel comfortable communicating with the childminder about her strengths and any areas for improvement. Parents are very happy with the care that their children receive. Where children attend more than one setting, the childminder attends meetings with their parents and key persons to share information about children's learning and development. She uses this information to develop her knowledge about the children in her care. Consequently, children benefit from a continuity of care and their individual learning needs are consistently met.

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provision

The childminder attends training courses to keep her knowledge up to date. For example, she has recently completed refresher training in safeguarding. This helps to ensure that the standard of teaching and care are of high quality to meet children's individual needs. Since the last inspection, the childminder has made the appropriate changes to her policies and procedures to ensure that they include the required information. She completes daily checks of the areas used for childminding and reviews her risk assessments regularly to identify if there are any further risks from equipment or activities. There is a smoke alarm on every level of the premises, including one in the play room and there is also a carbon monoxide monitor. As a result, children's safety and welfare is protected. The childminder has developed her observation and assessment system. She evaluates her teaching and care effectively, and recognises areas that she would like to

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provision

improve. For example, she recently identified that she wanted to involve parents in their children's learning more and developed a monthly newsletter. Consequently, children's learning and development is extended. The childminder demonstrates strive to continuously improve.

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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 129200 Local authority Hertfordshire Inspection number 874816 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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