Childminder in Hertfordshire

Inspection date

Previous inspection date 02/10/2014 22/12/2008

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides an inviting and stimulating environment to engage children's curiosity and interests. Consequently, through their exploration and the childminder's effective teaching, they make good progress in their learning.  Children are very happy and settled because of the extremely caring and trusting relationship they share with the childminder. This secure base enables children to develop excellent relationships with their peers.  Children thrive in their health and physical development because the childminder promotes outdoor physical activities and provides healthy food.  The childminder demonstrates a good knowledge and understanding of all safeguarding procedures. This enables her to promote children's well-being effectively.

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It is not yet outstanding because

 The childminder does not always encourage all parents to contribute what they know about their child's learning to ensure an even more collaborative and consistent approach to children's learning and development.

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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 the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of the childminder and household members, and a range of other documentation.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires.

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Inspection activities

 The inspector observed the childminder engaging in activities with children and discussed the learning that was taking place with her.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged 15 and 12 years, in a house in Welwyn Garden City, Hertfordshire. The whole of the house and the garden are used for childminding. The family has a cat and a fish as pets. The childminder attends toddler and childminder groups. She visits the shops, parks, local lakes, woods and a local farm on a regular basis. She collects children from the local schools and pre-schools. There are currently four 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 6.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder has a relevant qualification at level 3.

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

 enhance opportunities for parents to contribute to children's learning and progress by developing even more effective ways to share information on children's development.

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who attend

Children have access to a wide variety of toys and resources that cover all seven areas of learning. The conservatory is used as a playroom and is attractive and inviting to children. The childminder ensures the resources and activities on offer reflect the development and interests of all children she minds. Toys and resources are stored at child-height and are labelled well. This allows children to have easy access to the resources they want to use and therefore, promotes their independence. The childminder supports children as they play by playing alongside and engaging in conversation with them. Consequently, children make good progress in their learning and development. The childminder uses the different areas of her home well to promote children's learning, for example, she provides large trays containing coloured rice and lentils in the kitchen. Children engage in filling up containers and enjoy pouring them out again. They concentrate well and engage in the

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who attend

Teaching and learning is good because the childminder knows children well and understands how they learn. Children show a good understanding of mathematics as they use number and counting in their play. For example, as they build, children count up to five blocks in their tower and talk about it getting higher. The childminder's effective support of children enables them to count to higher numbers. This is because she plays alongside modelling mathematical words and questioning children on which is the tallest. Books that are displayed well in the playroom support children's understanding and promote their literacy skills. The childminder extends children's literacy development further by borrowing story sacks from the local children's centre. These are hugely popular with children; they engage in using puppets and dancing as they listen to the story tape and ask for it to be played again when it finishes. Children then climb onto the sofa with

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who attend

the childminder and read the book together. Consequently, the childminder is promoting children's readiness for school very effectively.

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who attend

The childminder regularly observes and assess the progress of individual children, which ensures they make good progress. The childminder clearly identifies children's starting points and her effective planning and teaching ensure they are ready for the next stage in their learning. Daily conversations with the childminder and the online system the childminder uses enable parents to have access to their child's development journals. The childminder uses the online system to update parents of their child's development and to inform them of her topics. This enables them to have expanded learning opportunities at home. However, the childminder does not encourage all parents to share information about what their child is learning at home. Therefore, an even more collaborative and consistent approach to children's learning and development is not assured.

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

Children are extremely happy and enjoy their time with the childminder. Expectations of behaviour are high and consistent. As a result, children's behaviour is excellent. The childminder is a wonderful role model, showing respect for children and supporting them very well. Consequently, children feel emotionally secure and become active learners. The childminder works exceptionally well with parents to ensure she supports children's well- being to the utmost. Parents speak very highly of the care and support their children receive from the childminder. This consistent care and support enables children to feel part of the childminder's family, with many children staying with the childminder for a number of years. This continuity of care has a very positive impact on their well-being.

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

The childminder actively uses the outside areas and local parks to enhance the children's enjoyment of the natural environment. Although her garden is currently not in use because of building work, children still have daily access to the outdoors from outings in the local community. They use local parks for physical play, such as climbing and ball games, and they enjoy outings to the local station to watch the trains going by. These outings develop children's understanding of the world, as well as enhancing their health and well-being. Healthy meals and snacks and the freely available drinking water the childminder provides promotes children's health further. Children show high levels of independence, as they use the bathroom, wash their hands and tidy away the toys. The childminder teaches children to socialise, as they attend toddler and music groups. The children talk to the childminder about children who are now at school who they miss.

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

Therefore, they demonstrate they are beginning to make effective friendships. The childminder has an excellent understanding of all children's development and interests. This enables her to support individual children and effectively promote their development for the move to the next stage of learning. The childminder gives high priority to children's school readiness and supports children through the transition period. She develops good relationships with the local schools and gains knowledge on the school's expectations. Consequently, the childminder's introduction of appropriate activities enables children to be fully prepared for the transition. Therefore, this supports children's ongoing well-being as they move to school.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements policies and procedures, which underpin the safe and efficient operation of her service and help to ensure the well-being of children. The childminder shares these with parents, so that they understand her responsibilities. She has a clear understanding of safeguarding issues and is aware of the procedures to follow if she has any concerns about a child. The childminder has a current paediatric first-aid qualification so she is able to give suitable treatment in a medical emergency. The childminder's use of thorough risk assessments and her good understanding of safety, including the use of information technology, help to ensure that children are safe and secure.

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provision

The childminder demonstrates a strong drive and commitment to maintain the already good standards of care and education she provides for children. Records show she attends relevant training courses to further improve her knowledge and practice. Her self- evaluation form clearly shows her plans for future training and the positive impact she expects this will have on her practice. The childminder has a clear understanding of the learning and development requirements. She completes observations effectively and monitors her assessments of children. As a result, she identifies gaps in learning and ensures she effectively narrows them.

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provision

The childminder has good relationships with parents and they share information to support children's well-being on a regular basis. The childminder seeks the views of parents through written questionnaires and uses this information to reflect on her practice. The childminder's partnerships with other providers of the Early Years Foundation Stage are good as she liaises effectively with them. For example, the childminder shares information with staff at other settings, attended by children in her care. As a result, partnership working is effective and children benefit from a consistent approach to their learning and development. The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is aware of the importance of working with parents and other professionals to make sure she meets the needs of all children appropriately.

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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 129315 Local authority Hertfordshire Inspection number 874825 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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