Childminder in Hertfordshire

Inspection date

Previous inspection date 06/10/2014 27/01/2009

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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

 Teaching is good. The childminder has a very good understanding of how young children learn and she is able to identify any gaps in their learning and plan how to address these. She provides careful explanations and uses skilful questioning to encourage children to express their thoughts and ideas and develop their understanding.  The childminder meets the safeguarding and welfare requirements well. As a result, she is able to protect children from harm and promote their well-being.  The childminder attends numerous training courses and is able to use the knowledge gained from this training and implement it into her practice, greatly improving the care she provides for children.  Partnership with parents is good. The childminder provides daily diaries about children's time at the setting, highlighting the essential information that parents need to know about their young children. They are kept well informed about their children's progress.

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It is not yet outstanding because

 The childminder does not always organise the resources to support children in making choices about what they play with or enable them to access toys and equipment easily and independently.  Consideration has not been given to providing daily free flow access to the garden to maximise outdoor learning.

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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 activities in the childminder's house and talked with the childminder and children at appropriate times throughout the inspection.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector reviewed the provider's self-evaluation form as provided online prior to the inspection and discussed this with the childminder.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and 2 adult children in a house in Welwyn Garden City, Hertfordshire. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder supports a number of children who speak English as an additional language. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder works with an assistant who collects children from the local schools. There are currently 11 children on roll, seven 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.

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

 review the organisation and storage of resources so that children are able to access them more easily and make choices about their play

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

 maximise opportunities for children to freely access the outside and promote further exploration of outdoor learning.

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who attend

The childminder knows the children in her care well. She has a good understanding of how children learn and provides them with a wide range of interesting and stimulating activities that follow their interests. For example, children's interest in numbers is fostered. The childminder plays a game, where children roll a dice, count the number of spots and then see if they can do the same number of jumps. The childminder extends this learning by encouraging the children to order the number cards and make their own number line, perhaps extending this to twenty. As a result, children are engaged and motivated in their learning. The childminder uses observations of children's learning to identify their next steps, which she uses to inform her planning. She completes the progress checks for children between the ages of two and three years, effectively. As a result, she is able to track children's progress and identify any gaps in their learning. Consequently, children are

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who attend

making good progress. Children practice and consolidate their skills as they use scissors and hole punches to decorate their pictures. They are aware that print has a meaning and are beginning to recognise their name on their peg and familiar letters when written down. For example, children press the button on the book to play the music and comment 'that's words' as they point to the lyrics. The childminder uses every opportunity for children to practise their writing, tracing over the dots to form letters and writing them independently. Children use a ruler to draw lines and then comment as they recognise they have drawn a rectangle. These simple activities help children develop the skills they need to be ready for school.

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who attend

The childminder promotes children's personal, social and emotional development effectively. The childminder provides good reasons why they need to tidy up the toys before snack. As a result, children are familiar with the routine and therefore are keen to help with putting the toys away. Older children show care and concern for others as the childminder encourages them to show the baby how to make the toy pop up. Children enjoy regular story times with the childminder. She sits babies on her lap and encourages them to turn the pages and touch the textured pages, talking to them throughout. The childminder fosters children's love of books, suggesting they 'read' to one another or to the dolls. The childminder promotes children's language and communication skills well. She holds young children close so that they can see her face as she talks to them and they respond smiling, babbling and blowing raspberries. Older children enjoy copying the

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who attend

childminder as they repeat what she says to the baby. Although, there are a wide variety of age-appropriate resources, these are not always organised and stored in a way that enables children to select and access them independently. Therefore, at times this prevents children from making choices about their play.

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who attend

Young children are developing their physical skills as they sit up and move backwards on their tummies. The childminder challenges them by moving the toy just out of reach, encouraging young children to crawl and move towards it, cheering when they reach it. Young children persevere in their newly acquired skills, repeating the tapping action until the toy pops up. The childminder uses careful explanations and questioning to promote children's understanding. She gives them time to formulate their answers, prompting them with questions, such as, 'I wonder what would happen if?'. For example, children discuss how to make the colour pink, the childminder reminds them how they mixed the paint colours and asks them if they know how to make orange. The childminder asks parents for information about their child's development and capabilities, which enable her to clearly identify and plot their starting points. Parents are kept informed about certain activities

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who attend

through daily verbal exchanges and diaries. They regularly view the learning journals, making comments on their child's progress and the childminder talks to them about how their learning can be continued at home. For example, parents comment that they had not considered providing different resources at home for children to make marks until they saw an observation of their child using crayons.

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

Children demonstrate close attachments with the childminder and are clearly secure in their surroundings. Young children are happy to separate from their main carers and are familiar with the routine. She provides a warm, welcoming environment, helping children to feel a sense of belonging. She provides them with a name peg to hang their coats and personal items on. New children settle quickly because the childminder ensures that she is fully aware of their usual routines and preferences. She incorporates these into her daily routine and settling-in visits are offered according to the individual needs of the child. As a result, children feel secure and settle with ease.

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

The daily diaries are used effectively to promote a two-way flow of information between the childminder and parents. Vital information, such as, nappy changes and feeds are highlighted in the diary, so that parents can receive this at a glance. The childminder is a good role model and her gentle encouragement and calm explanations support children in understanding and managing their own behaviour. For example, the childminder uses a sand timer and children wear a sticker to indicate when it is their turn to use a particular toy. These visual clues encourage the children to take turns and promote the sharing of resources. Children's independence is promoted, for example, the childminder encourages them to do up their coat, put their shoes on, and use the toilet independently. This helps them in developing the skills required for future learning and also prepares them well for the transfer to pre-school and school. The childminder promotes children's personal, social

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

and emotional development, as she explores children's emotions, helping them to identify how they are feeling and then looking at facial expressions in books to build on their understanding. She ensures she shows children photographs of the school they will attend and talks with them about what to expect. As a result, children are emotionally prepared for their move onto school. The childminder regularly visits childminding groups and the children's centre with the young children to promote their social skills and develop their confidence as they interact with their peers. The childminder uses signing and key words to support those children who speak additional languages. She ensures that she has books from the library in the children's home language so that children can also see their home language in print.

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

Children learn about the importance of a healthy lifestyle as they eat a balanced diet. Although the childminder only provides snacks, she encourages children to try different foods. Posters depicting good hygiene procedures and books about brushing teeth help develop children's awareness of being healthy. Children develop an understanding of the importance of physical exercise and are generally provided with opportunities to play outside in the field and local parks, where they can run and climb. For example, the childminder sets up an obstacle course for children and they discuss how their heart feels before and after exercise. The childminder does not currently use the garden and therefore, children are not always able to access the outdoors each day. Therefore, opportunities to extend children's exploration of the outdoor environment are not maximised. Good daily practice and ongoing explanations help children develop their

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

understanding of how to keep safe. For example, children know that any toys they bring from home must be no smaller than the picture displayed. This ensures that play resources are not too small and pose a risk to younger children. The childminder reminds children why they need to hold onto the bannisters as they come downstairs.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her role and responsibility, with regards to safeguarding children. She has attended safeguarding training and demonstrates that she can follow appropriate procedures if she has concerns about a child in her care. She has the necessary written procedures and information in place, to underpin this knowledge. In addition, the childminder effectively implements a safe procedure for the use of mobile phones and cameras in the setting. Thorough risk assessments and daily checklists support the childminder in making sure her home is safe and any hazards to the children are minimised. She shares a range of clear policies and procedures with parents, who sign their agreement. The required Disclosure and Barring Service checks have been completed for all adults in the household. Consequently, the childminder meets the safeguarding and

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provision

The childminder demonstrates a good understanding of the learning and development requirements and provides a wide range of interesting activities for children to enjoy and learn from. She attends numerous training courses, which have a positive impact on her practice. For example, recent training on 'a baby's brain' has enabled her to increase her knowledge of how babies think, develop and form attachments. This has led to her sharing this information with the parents of babies in her care. The childminder is more aware of hidden sugars in foods and portion control as part of the 'feeding under fives' course she also attended. The childminder sets high standards for the quality of care she offers. She conscientiously reflects on her practice, seeking the views of parents and feedback from her 'Herts Quality Standards' accreditation to inform this. This provides a good overview of her strengths and weaknesses and she has put action plans in place to

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provision

improve her provision. For example, ensuring that she allocates days throughout the year to attend training means that she is able to keep up to date with any changes and review her own practice in line with this. She has recently devised a toilet training policy, to help support consistency with this stage of development both at home and at the setting. Future plans include developing the multi-cultural resources available and accessing training on providing care for funded children.

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provision

The childminder has a good working relationship with the parents of the children she cares for. She communicates with them on a daily basis, sharing information about the children's day through verbal exchanges and daily diaries. The childminder's involvement with the children's centre means that she is aware of the role of other professionals and can seek additional help for children should the need arise. The childminder has some links with other early years settings and the local school, and information about children's learning is shared. As a result, children benefit from this consistent way of working together.

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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 129186 Local authority Hertfordshire Inspection number 874815 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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