Childminder in Hertfordshire

Inspection date

Previous inspection date 10/10/2014 28/02/2011

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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 plans and teaches enjoyable and challenging experiences, in line with children's current stage of development. As a result, children progress well and any gaps in learning close quickly.  The childminder works closely with parents to ensure that the settling-in process and daily routines are tailored to meet each child's individual needs. Therefore, children's well-being is supported successfully.  Children learn about making healthy choices and take part in regular exercise. This successfully promotes their healthy lifestyles.  Effective partnerships with external services support the childminder in developing her own practice and allow children good opportunities to engage in the local community. There are also robust safeguarding measures in place to protect children.

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It is not yet outstanding because

 Plans for children's next steps in learning are not consistently followed through to support children to reach the highest levels of attainment.  Monitoring of policies and procedures does not always ensure that the content is relevant and current, such as how often fire practice drills will be carried out and evaluated.

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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 children's activities indoors.

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Inspection activities

 The inspector observed adult-led activities and discussed the intentions and learning outcomes with the childminder.

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Inspection activities

 The inspector sampled the childminder's documentation including policies, a hard copy self-evaluation, training certificates and children's learning journals.

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Inspection activities

 The inspector took account of the views of parents through recently completed questionnaires and a selection of written references.

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Inspection activities

 The inspector saw evidence of the suitability of all persons living or working on the premises and other documentation in relation to the safeguarding and welfare requirements.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged 17 years and 13 years, in Croxley Green, Hertfordshire. They live in a bungalow close to local shops and amenities and there is an enclosed garden available for outside play. The childminder is able to take children to and collect children from local schools and nurseries. The family have a pet cat. There are currently nine children attending, of whom six are in the early years age group. The childminder supports children who have special educational needs and/or disabilities.

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

 enhance the already good planning further, to make sure that children's next steps in learning are consistently followed through in order to help children reach the highest levels of attainment

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

 monitor policies and procedures on a regular basis to check that content is current and relevant, such as how often fire evacuation procedures are practised and evaluated.

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who attend

The childminder has a secure understanding of the Early Years Foundation Stage and implements this well as she plans engaging and challenging activities for the children. Teaching is good and she interacts well with the children in her care. For example, she supports and extends experiences and demonstrates how things work for the younger children. This allows them to practise and reinforce what they have learnt. Children explore resources and engage in a wide range of activities that promote the areas of their learning. For example, inside there are cars, a garage and small world toys to support role-play and a cosy area to choose and read books with the childminder. Furthermore, outside children use the ride on toys to develop their physical skills and play in the wooden house to develop their imagination and support peer relationships. The childminder offers her hand as a guide to support children when walking as she recognises

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who attend

their eagerness to be independent. This demonstrates how she supports the needs of each child well. The childminder regularly rotates the toys to retain children's interest. She gives them time to explore as they use resources in the way that they choose. Children enjoy the adult-led activities the childminder provides. For example, children manipulate soft dough as they form recognisable shapes. They use a selection of tools purposefully and concentrate as they complete their task, using their smaller finger muscles. Children talk to the childminder about what they are doing and relate these to other experiences. The childminder takes this opportunity to engage children in purposeful dialogue, supporting their speaking and listening skills. Children talk about the shapes and sizes they have made and the childminder counts the pretend cupcakes, demonstrating how mathematics is used in everyday play.

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who attend

The childminder supports children's readiness for school as she organises more structured activities, such as activity sheets for older children to complement what they are learning. For example, children practice the letters of the alphabet using dots for support and talk about how to form the letters of their own name. This supports their early literacy well. The childminder engages them in discussions on what to expect when they begin school and the new routines that they will take part in, such as assembly and school trips. She helps children to understand further as she makes reference to siblings who already go to school. The childminder helps children to gain confidence as she encourages them to read aloud stories that they have written. She continues to support children who have moved on as she helps them to complete daily homework and takes an interest in current school topics that they are involved in. As a result, children are supported well as they move

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who attend

through each different stage of their learning.

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who attend

The childminder carries out regular observations and assessments on children. She uses these and the progress check for children between the ages of two and three years, which she completes to assess children's skills, knowledge and abilities accurately. Therefore, she is able to identify the stage of development for each child and highlight any areas where they are not making progress as expected. The childminder works closely with parents. She follows advice for activities from specialists who work with children who have additional needs. Children make good progress through these activities and any gaps in learning close quickly. The childminder maintains a learning journal for each child which she shares with parents. This contains photographs, samples of completed work and information to show the progress children have made. The childminder also documents each child's next steps in learning from the observations she has made. However, on

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who attend

occasion, she does not consistently follow these through to help children achieve the highest levels of attainment. The childminder uses daily discussions with parents to keep them fully informed on the activities children take part in and their response to them. Furthermore, she gains information from parents about the activities children carry out at home. As a result, parents are able to extend their children's learning at home and there is a strong continuity between home and the childminder.

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

Children are extremely happy and settled in the childminder's home. They enjoy their time with her and benefit from the continuity of care that she offers. As a result, children have developed secure bonds with the childminder, supporting their personal, social and emotional development. The childminder gathers information on each child's likes, dislikes, family culture and home routines and refers to this throughout the day. She adapts her daily plans to ensure children's routines are followed closely, such as the times for sleep. Therefore, the childminder meets the individual needs of each child well. The childminder uses a gradual process to help children settle in her care. This helps to create a smooth move between home and the childminder. As a result, children settle quickly and parents express how happy they are with the care that she provides. Children themselves comment on how happy they are on the evaluations that they complete. This includes

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

what they enjoy doing the most and what they would like to do. This demonstrates how the childminder values the views of children and is proactive in offering them a voice to devise future plans.

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

The childminder teaches children to behave well. She offers them clear explanations and uses positive reinforcement to promote good behaviour. For example, children are asked to help to tidy away toys and are praised when this is done, raising their self-esteem. The childminder introduces a timer to support children to take turns in group activities. In addition, the childminder records all unacceptable behaviour in an incident book and keeps parents fully informed. As a result, children know what is expected of them and behave well. The childminder supports children to gain awareness of personal safety through regular discussions on talking about feelings, stranger danger and road safety. She reinforces this learning as she reads a variety of related books with them. However, not all children in attendance have practised the fire drill as the childminder's policy states. This means there are occasionally missed opportunities to further promote children's

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

understanding of how to keep themselves safe.

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

The childminder promotes children's health as she encourages them to try a range of nutritious foods which are balanced and healthy. She complements their meals supplied from home, for example, by offering a wholegrain breakfast and fruit snacks. The childminder has a strict policy on healthy eating and asks that sweet treats are not sent into her home with the children. Furthermore, the childminder talks to children about the importance of making healthy choices including eating five fruit and vegetables a day. This helps children to understand how to live a healthy lifestyle. The childminder rigorously refers to all detailed dietary preferences to ensure that all children are treated with equal attention. She encourages children to return to the table while they eat and regularly reminds them to say 'please' and 'thank you'. Therefore, children are aware of socially acceptable behaviour and the times to use it. Children wash their hands before all

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

mealtimes and after using the toilet. They carry this out independently as they use a booster step and pictorial instructions to support their developing independence. Furthermore, the childminder wears gloves to change children and washes bedding and hand towels after each use. This promotes a safe hygiene practice and reduces contamination through the spread of germs. The childminder encourages children to take part in regular exercise and fresh air as they have access to the enclosed outdoor area where they can run using larger bodily movements. In addition, she takes them to the local park at least once a week to offer further choice to develop their physical agility. The equipment and resources she uses are well maintained and suitable for all the ages of children attending.

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provision

The childminder keeps her home safe and secure for children as the front door and back entrance remain locked at all times. In addition, she accurately records children's hours of attendance. This means that no unauthorised person can gain access and children cannot leave unsupervised. All those over the age of 16 living in the home have undergone full suitability checks to promote children's welfare. The childminder has attended safeguarding training and is aware of the procedure to follow if she has a concern for any child in her care. Furthermore, she knows what to do if an allegation is made against herself or any member of her household. The childminder carries out a daily risk assessment of the premises and removes any identified risks or hazards immediately. She also completes a detailed annual risk assessment of all the areas used for childminding. The childminder checks the fire detection and fire control equipment regularly and ensures

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provision

that these are easily accessible. She maintains an accident book and records any medication that she administers. In addition, she has updated her first-aid training to be able to manage any accidents that children have. The childminder shares her policies and procedures with parents. These include the procedures for mobile phone and camera use. For example, parents may take emergency calls upon drop off or collection, but are prohibited from taking photographs of any children who attend. This is to protect the welfare of the children in her care.

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provision

Parents are made aware of the complaints procedure through the childminders policy and reminded through the poster that she displays. As a result, parents remain informed of expectations and procedures. The childminder remains up-to-date on the learning and development requirements as she refers to a childcare magazine and is a member of a childminding club. She also attends regular training including on the progress check between the ages of two-and-three years and risk assessments. The childminder is currently confirming arrangements to complete a relevant qualification at level 3, showing how she continually considers ways to improve upon the quality of teaching for children.

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provision

Partnerships with parents are very good as the childminder involves them in all areas of her practice. For example, the childminder uses regular questionnaires and daily discussion to gain their views. She uses this feedback to improve upon the service that she provides. The childminder uses self-evaluation to reflect upon her provision further and liaises with other providers to share ideas for good practice. She has also successfully addressed actions raised at the last inspection to support continuous improvement. Partnerships with other relevant agencies are effective and provide her with access to specialist support if needed for any identified child in her care. In addition, the childminder has access to a variety of activities in her local community, such as toddler groups and the library to extend children's learning and experiences.

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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 EY265919 Local authority Hertfordshire Inspection number 872709 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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