Childminder in Hertfordshire

Inspection date

Previous inspection date 07/10/2014 09/12/2008

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 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 skilfully asks questions, encouraging children to recall past experiences and make links within their learning.  The childminder has a secure understanding of safeguarding issues and how to keep children safe. Effective routines and risk assessments enable her to monitor and maintain children's safety and well-being at all times.  The childminder fully engages parents in their children's learning. She provides ideas and suggestions of activities for parents to do at home. Therefore, the continuity of learning between home and the setting is strong.  The childminder is committed to improving her practice. She continually updates her knowledge through training courses and the childminding network group and then uses this to enhance her practice. She has a clear vision of how she wants her provision to improve and has clear action plans in place to implement these changes.

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This provision is good

 The childminder has built close bonds with children. She is affectionate with them and ensures that they have fun during the time they spend with her.

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It is not yet outstanding because

 Children lack regular opportunities to explore information and communication technology resources and their purpose, to enhance their knowledge and understanding of the world.  The childminder shares policies and procedures with parents. However, one policy does not reflect the current practice to fully inform parents.

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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 garden 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 looked at children's assessment records, planning documentation, evidence of suitability of household members 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 questionnaires and reference letters.

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Inspection activities

 The inspector discussed the childminder's self-evaluation form as provided to the inspector during the inspection.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one child aged 15 years in a house in St Albans, Hertfordshire. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits local woodland, farms and zoos on a regular basis. She collects children from the local schools. There are currently five children on roll, four 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:

 provide further opportunities for children to develop their knowledge and understanding of information and communication technology and its purpose through their everyday play

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

 review some of the policies available to parents, so that they are receiving information that reflects the setting and is consistent with practice.

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who attend

The childminder provides a wide range of good quality resources, which are readily available around the home. She sets out toys that are based on the children's interests and extends and develops their learning through play. For example, good use is made of outside, as the childminder recognises that the children in her care learn best outdoors. Children explore nature, increasing their knowledge and understanding of the world. They enjoy looking at the leaves and conkers, which they previously collected on their walk and comparing the sizes with their hands. The childminder talks to all children throughout their play. She extends children's vocabulary, introducing words, such as 'smooth' and 'spiky', to describe the texture of the sand and conkers. Children thoroughly enjoy the childminder both reading books and telling them familiar stories. They are fully engaged as they listen to the childminder, giggling, as she uses different voices and volume to hold their

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who attend

attention. The childminder asks questions to make the children think and they make associations to their previous learning. For example, they notice the wind blowing the leaves from the trees and through skilful questioning, they link this to the familiar story of the three little pigs. The childminder encourages children to express their ideas and promotes their imagination. For example, children hide small blocks of wood in the sand as 'treasure' as they pretend to be pirates. The childminder builds on this, as she asks them, who they think will find it and how will they know where to look. She follows this up by asking what they could make to help find the hidden treasure. The childminder manages to promote the seven areas of learning through the resources and activities she provides. However, children lack opportunities to fully extend their knowledge and understanding of the world through the use of information and communication

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who attend

technology. To promote children's active learning, the childminder takes children on weekly visits to the zoo and regular trips to the forest. This enables them to experience hands-on learning.

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who attend

The childminder fully promotes children's language and communication skills. They develop the listening skills they will need as they listen to and identify sounds around them. For example, they listen carefully to hear if the baby is awake and talk about what the wind sounds like blowing through the trees. The childminder responds positively to children about the pictures they make, describing how the different materials they have used look and feel. She extends children's personal, social and physical skills as they visit toddler groups and start to develop friendships. Children's early writing skills are emerging as the childminder provides small pads and pens for them to make their lists. They are beginning to recognise their name and write the initial letters. Consequently, children develop the skills to support the next stages in their learning and their eventual move to other early years settings.

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who attend

Parents receive regular updates, both verbally and with the use of a daily diary about the activities their children have enjoyed. The childminder plans effectively to extend and promote children's learning. She uses information from her observations and parents' comments to adapt and plan challenging activities, which reflect the interests and abilities of the children in her care. The childminder keeps parents informed of the next steps in learning she has identified for their children and seeks their comments. She then uses this to collate ideas and suggestions for activities that parents can do at home to support their child further. The childminder completes a progress check for children between the ages of two and three years when appropriate and shares this with parents, adding their comments. Consequently, children are making good progress in their learning and development, both at the setting and at home.

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

The childminder provides a welcoming environment for children with a wide selection of age-appropriate resources for them to choose from. She gathers information about their likes, interests and routines initially and regularly updates this as these change over time, using her observations of what children say and play with. This enables her to have a clear picture of each child, their interests and individual learning style. Children form strong, emotional bonds with their childminder and the other children, who are being cared for. The childminder knows the children well and injects a sense of fun and lots of affection into her interactions with them. For example, children enjoy making the childminder laugh by tickling her with a feather. All children are developing very good social skills because the childminder is a good role model. She listens to what they say before giving clear instructions about what is expected. For example, the childminder reminds them that they

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

have five minutes before they need to come indoors as their hands are getting cold, but that they will be able to come outside again later. Children are kind and gentle as they play alongside each other and show care and concern for the baby. The childminder's sensitive approach and the setting of clear boundaries help children to learn why they need to follow certain rules and behave appropriately. For example, she holds children's hands as she explains why they need to stay playing on the patio and cannot go on the grass outside. This shows children that the childminder listens and values what they have to say.

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

Children learn about a healthy lifestyle through everyday routines. The childminder encourages them to brush their teeth after lunch and jokes with them about making sure they have brushed all the broccoli away. She grows various vegetables in the garden with the children and encourages them to try foods that they would not normally eat because they have helped to pick and prepare them. For example, children eat peas from the pod. The childminder reinforces healthy eating as she includes these discussions in the stories that she tells children. She works with parents to teach children the skills they need to gain independence. For example, she encourages children to put on their own shoes and coats, helping them to connect the first part of their zip, so that they can pull it up to finish the task. Children are becoming aware of how to keep themselves safe, as they demonstrate how to hold scissors safely. The childminder reinforces their understanding of

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

'stranger danger' as she asks them questions about talking to strangers, linking it to the story that she reads them.

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

The childminder plans activities to extend children's physical skills. Outings to the woods and local park give children opportunities to run and climb. She recognises that some of the children in her care are outdoor learners and therefore, provides a variety of activities for them to explore in the garden, using lots of natural materials. The childminder understands the importance of working with parents and other early years providers to ensure children are confident and capable as they become ready to move onto nursery and school. Children go with her on school runs and she takes them to various events at school, such as concerts and sports day, to watch the older children. When it is time for children to move onto school, she also has a visit to the school with the child where she can share information with the reception teacher. Consequently, children become familiar with the new environment and develop the skills to take part in new experiences with a

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

strong sense of self-esteem and confidence.

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provision

The childminder demonstrates her good understanding of the Local Safeguarding Children Board policies and procedures that she uses as the basis for her safeguarding policy, including the safe use of mobile telephones and cameras. All adults in the household have undergone checks to ensure they are suitable to be around children. Effective risk assessments and routines are in place to help the childminder identify and minimise any hazards for children, ensuring their safety in the home and on outings. Consequently, children are protected from harm. The childminder monitors and evaluates the activities, which she provides for children to promote their learning and development to a good level. She clearly identifies and shares with parents, children's next steps in learning and how she intends to develop these. The childminder understands the importance of liaising with other early years settings, which

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provision

children attend, to support their continued learning. For example, learning journey records have been shared with other providers and children have brought the special bear from nursery to the childminder's house to share their experiences. She has previously worked with other professionals and agencies and uses the training and support services available at the local children's centre. The childminder attends numerous courses and disseminates her knowledge within the childminding network, which she run. The impact on practice from the recent training attended is good. The childminder is skilled in using more mathematical language to follow up learning about numbers and counting. She understands how songs and rhymes play an important part in developing early literacy.

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provision

The childminder has established good working relationships with parents. She shares information on a daily basis, both verbally and with the daily diaries. This ensures parents are fully informed about their children's personal care routines and the activities, which they have enjoyed. The childminder discusses the relevant policies and procedures with parents, so that they are informed. However, one of the policies shared contains out-of- date information and is not always reflective of the current practice. The childminder seeks the views of parents and children to assist her in improving her practice and to consistently extend and promote the learning opportunities for children of all ages. Recent improvements include obtaining more natural resources for children to use, such as a bug hotel and small wooden blocks. Future plans to maximise the opportunities for outdoor learning by providing a canopy in the garden, so that children can access the outside in all

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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 EY295653 Local authority Hertfordshire Inspection number 872952 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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