Childminder in Hertfordshire

Inspection date

Previous inspection date 13/10/2014 02/12/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides an inviting and stimulating environment to engage children. Consequently, through their exploration and the childminder's effective teaching, children make good progress in their learning.  Partnerships with parents are very good and ensure children's individual needs are identified from the beginning and well supported through their time at the setting.  Children are kept safe in an environment which is secure and welcoming. The childminder and her assistant demonstrate an excellent knowledge and understanding of safeguarding procedures and all other aspects of safety.  Children are happy, self-assured and confident. They benefit from a highly motivated childminder who knows children well and provides good care and education.

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It is not yet outstanding because

 The childminder does not always extend children's creativity to its utmost.

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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 the childminder engaging in activities with the children and discussed the learning that was taking place with her.  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 household members, and a range of other documentation.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is employed as her assistant, and two adult children in a house in Welwyn Garden City, Hertfordshire. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends a toddler group and a music group. She visits the shops, parks and a local farm on a regular basis. She takes children to and collects children from the local schools and pre-schools. There are currently 20 children on roll, seven of whom, are in the early years age group and attend for a variety of sessions. The childminder holds a relevant qualification at level 3. She operates all year round from 8am 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:

 enhance younger children's creativity further, for example, by giving them time and encouragement to freely explore materials, such as paint.

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who attend

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She supports children's learning and development well through play-based learning opportunities, both in and outdoors. For example, she provides toy spiders hidden in shredded paper for children to explore. This allows children to take turns as they look to find the spiders and to extend their vocabulary as they talk about what they find. Therefore, children are developing their understanding of the world and their vocabulary well. The childminder provides further activities around the autumn theme. Conker rolling in paint allows children to be expressive in the movements they make with paint and they thoroughly enjoy this experience. Painting pumpkins gives children the opportunity to discuss colour and texture. However, younger children's creativity is not always extended to the maximum potential as they are not always

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who attend

encouraged to freely paint and explore. For example, on occasions children are directed where they should paint to cover the whole paper. Consequently, children's work is not always valued to its utmost. Children demonstrate a good understanding of mathematics. The childminder very effectively promotes mathematics through displays, games and conversations. Children engage in counting as they build towers with blocks. The childminder encourages children to count how many spiders they find and how many legs they have. Children use pencils to draw and are beginning to make marks to represent their names. Therefore, children are developing the skills they need in readiness for school very well.

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who attend

The childminder's use of effective questions enables the children to engage in sustained conversations. For example, as they share books; the childminder asks children questions about what they see and why they think some of the animals in the book look grumpy. This enables the children to talk about their feelings and what makes them happy and sad. This promotes their personal, social and emotional development. The childminder encourages young children to find their voice. As babies and young children babble, the childminder's assistant gets to their level and engages with them. This warm interaction encourages children to keep talking. Children who speak English as an additional language are developing their acquisition of English very well. This is because the childminder learns key words in their home language and actively works with parents to gain an understanding of their speech. Consequently, children continue experimenting with their

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who attend

voices and are effectively developing their communication and language skills.

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who attend

The childminder undertakes effective, well-focused assessments of learning. This means she is able to monitor every child's ongoing development closely. Assessment is consistent and includes the mandatory progress check for children aged between two and three years. The childminder regularly shares learning summaries with parents and they exchange information on children's development. She identifies and records next steps in children's learning and encourages parents to support these targets at home. The childminder works in partnership with other early years settings that children attend. They share information on individual children and the childminder actively plans activities for children, which run in parallel to their learning at nursery or pre-school. By working closely together, parents, the childminder and other professionals involved in the children's lives, share pertinent information relating to the child's learning and development. This means

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who attend

that gaps in learning are identified easily, and measures are put in place in order to close them. Therefore, continuity of learning is promoted which ensures children are well prepared for future learning.

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

Children are happy and enjoy their time with the childminder and her assistant. The personal, social and emotional development of children takes priority. Expectations of behaviour are high and consistent. As a result, children's behaviour is good. The childminder and her assistant are good role models, showing respect for children and supporting them very well. Children enjoy the security of routines, and the flexibility to choose where and with what they want to play. The childminder displays children's work on her playroom walls and ceilings. Older children point to their work and talk proudly about the bats and spiders they made. The childminder reminds them how and when they made them and what materials they used. This clearly enables them to develop confidence and pride in their achievements, which assists children with later moves to pre- school or school. Important information is shared very well between parents and the

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

childminder. This aids the childminder in understanding each child's individual care needs. As a result, children demonstrate a strong sense of security in her setting.

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

The childminder promotes children's healthy lifestyles well. Children are independent with their own personal care routines. They know they must wash their hands after messy play, going to the toilet and before eating. Consequently, children are learning how to keep themselves safe by dealing with their own hygiene needs. They enjoy an excellent range of healthy options at snack and meal times. They have access to drinking water throughout the day and this makes sure they are never thirsty. The childminder provides a range of healthy, home-cooked meals. This provides children with a well-balanced, nutritional diet that meets their individual needs, helping them to grow and thrive.

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

Children benefit from fresh air and exercise as the childminder actively uses the outdoors to enhance the children's enjoyment of the natural environment. Children enjoy regular opportunities to take part in planned activities in the garden in all weathers. Walks round the local community and visits to parks and a local farm enable the children to develop their physical skills and they are beginning to understand how to assess their own risks and consequently, keep themselves safe. The childminder's garden is safe and secure at all times, allowing the children to move around freely and explore. A good range of resources promote their all-round physical development, such as, a slide, balls and ride on toys.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. There are effective procedures and clear processes in place, which underpin the safe, efficient operation of her service and help to ensure the well-being of children. The childminder shares these with parents so that they fully understand her responsibilities. Both the childminder and her assistant have a good understanding of safeguarding issues and are aware of procedures to follow if they have any concerns about a child. They both have a current paediatric first-aid qualification so are able to give suitable treatment in a medical emergency. Risk assessments undertaken of the home, garden, and any trips off site, mean that children are always protected from potential hazards. The well-being and welfare of children remains paramount in the day- to-day management of the childminder's setting.

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provision

The childminder's observations and assessments of children clearly cover all aspects of learning and are used to make regular precise assessments. She regularly reviews the impact of her teaching and learning has on the children and monitors the practice of her assistant. This aids her in establishing activities and learning environments which consistently work best to support the children's interests, increasing their abilities and skills. The childminder is proactive in continuing her professional development, and seeks out training courses which best meet her needs. For example, she is currently exploring training options to further develop her understanding of how boys learn. As a result, she continues to inform and extend her existing skills, providing productive learning opportunities and experiences for the children in her care. The childminder is realistic when reflecting on her practice and accurately identifies strengths and areas for

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provision

forthcoming improvement. She regularly seeks feedback from parents and children about the service she provides and treats their suggestions with respect. She uses any information from children and parents to help her enhance and adapt her service to meet children's needs effectively.

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provision

The childminder encourages positive partnerships with parents and other early years providers. This two-way flow of information is organised well and keeps everyone regularly updated about the child's progress, development and changing needs. As a result, partnership working is effective and children benefit from a consistent approach to their learning and development. Parents are full of praise for the care and opportunities their children enjoy with the childminder. They appreciate the wide variety of experiences their children receive, such as outings and celebrating festivals. They feel these experiences have an extremely positive benefit to their children's education, health and well-being. 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 the needs of all children are met

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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 129276 Local authority Hertfordshire Inspection number 874821 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 20

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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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