Childminder in Hertfordshire

Inspection date

Previous inspection date 06/10/2014 27/07/2010

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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 childminder has a wealth of experience and a good understanding of how children learn. As a result, the educational programmes have breadth and depth and support children's progress across the seven areas of learning.  The childminder provides a welcoming environment for children. They freely move around with confidence and access a large range of age-appropriate resources. Consequently, children are confident and display a secure sense of belonging.  The childminder has strong relationships with parents to ensure she provides children with consistency in their care and learning to meet their individual needs.  The childminder is secure in her knowledge of child protection issues. She has a clear understanding of how to refer and deal with any concerns about the children in her care. Therefore, children are well protected.

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It is not yet outstanding because

 Children are not consistently encouraged to think critically for themselves, in order to identify and find solutions to overcome problems.  The childminder has not maximised the partnership with other providers where children attend, so that their learning and development are effectively shared and used to support their learning further.

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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 observed a range of indoor play activities, including children having their lunch and spoke to the childminder at appropriate times.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, evidence of the suitability of adults, a selection of policies, safety procedures and children's records.  The inspector took account of the written views of parents.  The inspector reviewed the childminder's self-evaluation form.

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Information about the setting

The childminder registered in 1983 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a residential area of Welwyn Garden City, in Hertfordshire. The childminder has five pet cats. The whole of the ground floor of the childminder's home is used for childminding and there is an enclosed rear garden for outdoor play. The childminder takes children on outings and visits the shops, library and park on a regular basis. She collects children from the local schools and pre-schools. The childminder operates all year round, from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. There are currently eight children on roll, two of whom are in the early years age group.

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

 enhance children's creating and critical thinking skills even further by encouraging and allowing them time to identify and solve problems for themselves

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

 strengthen the partnership with other providers where children attend, so that information about what they are learning is shared and used to further support their learning.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She plans and provides a wide range of activities that stimulate and engage children at all times. This is because she has a detailed knowledge of children's development and understands through her wealth of experience, how to support their next steps in learning. The childminder is very well organised. She plans each day precisely to ensure that children's individual care and learning needs are consistently met. As a result, children make good progress and they are well prepared for their next stage in learning and eventual entry to school. She works closely with parents to obtain information about children's individual needs and interests when they first start attending. The childminder uses this information to plan activities and resources to aid their settling-in process and support their early progress in learning. She completes

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who attend

detailed observations and regular assessments of children's achievements, which she records in their attractively presented learning journals. These are precise and relevant and the childminder is skilled at clearly identifying children's next steps in learning. She uses an effective system to consistently track children's progress, which enables her to promptly identify any potential gaps in their learning and monitor their progress. As a result, she is able to plan specific activities that focus on closing any identified gaps in learning. Additionally, the childminder provides parents with a short written review of their children's progress following completion of the progress check for children between the ages of two and three years.

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who attend

The childminder through her enthusiasm, instils in children a positive attitude towards learning. They are curious, inquisitive and keen to learn as they chatter happily with the childminder. She spends a significant amount of time engaging in purposeful dialogue with them, which enhances their communication and language skills. Her interaction in their play motivates children to build up their vocabulary as they respond to her questions to express their thoughts and ideas. She is skilful in her approach to teaching children the correct pronunciation of words. For example, she consistently responds to their attempts of words and sensitively repeats what they say correctly. As a result, children's self- confidence is enhanced and they are keen to incorporate the correct pronunciation of words in their complex sentences. Children learn mathematical concepts, such as sorting play animals into different types and dinosaurs into different sizes. They begin to make

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who attend

links and develop ideas for grouping them because the childminder encourages them to look carefully and make comparisons. They position them within several enclosures, which the childminder helps them to construct using building blocks. However, occasionally, the childminder does not maximise children's creating and critical thinking skills by challenging them to solve problems for themselves. For example, children accurately identify which enclosure the big toy dinosaur should go in. They decide that there is no room for it to fit. However, the childminder does not provide the opportunity for children to decide how much bigger the enclosure needs to be for themselves.

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who attend

Children's self-confidence is increasing because the childminder gives them the responsibility for small tasks. For instance, they take great pleasure in setting up the ladybird game to play with the childminder. As a result, children form good relationships and demonstrate friendly behaviour. Children develop good dexterity as the childminder provides them with ample opportunities to extend their physical skills. For example, they develop increasing control of mark-making tools, such as felt pens, as they draw around animal shaped stencils, then carefully use scissors to cut them out. They maintain focus for sustained periods of time as the childminder makes subtle suggestions to enhance their drawings, which inspires their creativity. As a result, children draw detailed features, such as hair and eyes and discuss with the childminder what makes their animal happy and sad. This helps children to develop early writing skills in preparation for school. The

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who attend

childminder is innovative in her approach to teaching children a positive appreciation of diversity and different cultures. For instance, children help her to create an attractive book using photographs obtained from travel brochures. This stimulates their interest and develops their awareness of different countries and their traditions. The childminder provides children with a wealth of experiences and stimulating activities outside her home. For example, they visit pet shops and various sports venues, where they enjoy activities, such as crazy golf. These help to enhance children's understanding of the world and develop their physical and personal, social and emotional skills. Consequently, they become physically active, learn to play with others and are experiencing new environments. Partnerships with parents are very strong as the childminder has built a trusting relationship with them. She engages in daily discussion with parents about their

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who attend

children's development. In addition, she shares information about children's learning effectively, following regular summary assessments and provides ideas to extend their learning at home. As a result, children benefit from a consistent approach to their learning and development.

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

Children are warmly welcomed into this nurturing and caring home. New children settle well. The childminder gives both the parents and children time to become familiar with their new surroundings. She is clear about the importance of developing secure attachments and supporting children's smooth transitions from home. She recognises the uniqueness of individual children as she gathers detailed information from parents about their routines and needs to ensure she understands how to meet them. Children show through their play and interactions with the childminder that they feel secure. They are confident to express their needs and clearly enjoy learning and playing together as they smile and laugh loudly with delight. This leads to trusting relationships and a strong sense of belonging. Children have equal opportunities to choose from a wide range of good quality toys and activities suitable for all ages. They make independent choices from the

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

childminder's 'toys I have' file and help her to set these up. The childminder ensures that toys and activities are rotated regularly to maintain children's interest. She frequently reminds children that they are able to make independent choices throughout the day. This ensures that children have consistent access and a choice of toys and activities.

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

The childminder helps children to understand positive ways in which to behave. She has a calm manner and uses age-appropriate techniques to ensure that children develop good skills for the future. Children's positive behaviour is further reinforced with the childminder's house rules, which she consistently promotes and shares with parents. Being aware of the boundaries and expectations, adds to the children's sense of well-being. Children develop good self-esteem and confidence because of the genuine praise and encouragement they receive for their achievements. The childminder provides children with daily opportunities for fresh air and exercise in the garden. They climb the steps of the slide and learn to play team games, such as football and skittles. In addition, they take daily walks to local schools to collect other minded children. Visits to the local park enables them to build up their large physical muscles as they run freely and use large equipment,

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

such as balancing apparatus. Children receive a good range of healthy nutritious snacks, provided by the childminder. They develop an increased awareness of the importance of a healthy diet as they play a shopping list game with the childminder. Children decide which foods are healthy and put them into their trolley. They have access to fresh drinking water at all times to keep them well hydrated throughout the day. Children's independence is promoted well. For example, time is taken to help children learn to put on their own shoes and manage their own clothing. In addition, children belong to the 'bookstart club' at the local library. They visit regularly with the childminder to select their own books and use the electronic system to withdraw the books themselves. These practical skills contribute to children's readiness for the next stage in their learning, such as starting school or nursery.

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

The childminder places a strong emphasis on planning activities to support children's emotional well-being as they prepare for their move to nursery or start school. For example, they develop good self-confidence as she increases the frequency of visits to activity groups outside her home. This enables children to build further friendships and become familiar with large group activities. As a result, children view their move as a positive adventure. Children learn about good hygiene practices as they wash their hands before eating, after playing outside or touching the childminder's cats. The childminder provides disposal paper towels for children to dry their hands. This prevents the risk of cross-infection. The childminder regularly reminds children of how to keep themselves safe. For example, she demonstrates how to handle scissors safely. They also develop an increased awareness of personal safety as they walk sensibly to and from school with the

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

childminder and learn that they must wait until it is safe to cross the road with her.

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provision

The childminder fully understands her responsibilities in meeting the learning and development and the safeguarding and welfare requirements of the Early Years Foundation Stage. This ensures that children are kept safe as the childminder takes positive steps to safeguard their welfare. The childminder is motivated and very well organised in ensuring that all the required records are in place and the necessary systems are developed to keep children safe. She keeps up to date with latest practice and procedures through an established network of professionals. The childminder has recently attended safeguarding training. This has had a positive impact on her practice because she demonstrates a secure understanding of the local safeguarding procedures. For example, she knows how to record child protection concerns and make a referral to the relevant agencies, if required. Additionally, a comprehensive range of written policies and

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provision

procedures are in place to support her practice. She shares and agrees these with parents, which means that they are well informed about the childminder's responsibilities. The childminder promotes children's safety well and assesses risks in her home and for the outings she takes children on, to help ensure that they are safe at all times. She takes robust steps to keep them safe. For example, she has a password system in place to ensure that children only go home with a known adult and keeps them within her sight or sound at all times. Furthermore, children participate in regular emergency evacuation procedures. The childminder monitors these carefully to evaluate their effectiveness.

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provision

The childminder has a good understanding of the learning and development requirements. Planning is flexible and takes account of children's interests, next steps in learning and preferences for learning. This ensures that they make good progress towards the early learning goals. The childminder is enthusiastic and continues to have a strong commitment to continually develop her practice, while making learning fun for children at all times. She attends regular training and keeps up to date with early years issues by discussing practice with other professionals from the local childminding network group. As a result of her further training, she now has an increased understanding of the signs and symptoms of emotional abuse on children and the psychological effect this can have on them. She is highly reflective as she continuously evaluates her practice and monitors children's progress. This means that she effectively identifies her strengths and areas to

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provision

develop to ensure that children continue to make good progress. For example, since her last inspection, she has made significant improvements to effectively use her observations of children to precisely inform future planning. She has a clear plan in place for future development. These include expanding on her range of electronic toys to further enhance children's understanding of technology. In addition to refreshing the range of baby resources in preparation for a new baby, who is due to attend. Both parents' and children's views are valued and respected as part of the childminder's self-evaluation process. For example, parents regularly express their views verbally and provide detailed written feedback, including numerous 'thank you' cards.

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provision

The childminder is aware of the need to form positive working relationships with other provisions where children attend. For instance, she exchanges information in relation to children's achievements and welfare with them. However, these partnerships are not robust to ensure that the childminder can fully enhance and support children's next steps in learning, which takes place in other settings. The childminder is fully committed to building positive partnerships with other agencies to support children's welfare, such as the local children's centre and health professionals, if the need arises. She establishes strong partnerships with parents as she shares their children's progress with them at regular intervals, to celebrate their achievements. In addition, she consults them about every aspect of their children's care through daily verbal exchanges and daily diaries for younger children. Parents are full of praise for the care the childminder provides. They

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provision

describe her as an honest and warm childminder, who exceeds their expectations. Furthermore, they comment on the positive influence she has on their children's development.

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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 129255 Local authority Hertfordshire Inspection number 870980 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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