Childminder in Hertfordshire

Inspection date

Previous inspection date 13/10/2014 23/11/2009

p.1

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

p.1

This provision is good

 The childminder makes good use of observations and assessments to incorporate children's next steps in learning into her planning. Children build strong attachments and they are cared for in a warm and welcoming environment. As a result, children's progress is good, given their starting points and capabilities.  Partnerships with parents, carers and other settings support children's progress. As a result, contributions to their learning and development are consistent.  Teaching is good because the childminder supports children's communication and language development. She plans activities that promote opportunities for them to express themselves imaginatively. As a result, children's speech, language and self- confidence are emerging well.  The childminder meets the safeguarding and welfare requirements. She demonstrates a secure understanding of how to safeguard children and is aware of how to report

p.1

This provision is good

concerns. As a result, the childminder protects the children in her care.

p.1

It is not yet outstanding because

 The childminder is not consistently promoting children's understanding of being healthy, because they do not have opportunities to learn about the importance of good hygiene.  Opportunities for children to think further during discussions and activities are not consistently extended because on occasions the childminder does not allow enough time for them to respond.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's home and talked with the childminder and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector took account of the views of parents, as recorded in written reference letters and the childminder's action plan was reviewed.

p.2

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.

p.2

Inspection activities

 The inspector held joint discussions with the childminder in relation to observations of the children's play, learning and progress.

p.2

Information about the setting

The childminder registered in 1992 and is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She lives with her adult child, in Hatfield, Hertfordshire. The childminder uses the whole of the ground floor, the bathroom and one bedroom upstairs for childminding and there is a secure garden for outside play. The family have four cats, a dog and a horse which is stabled away from the house. The childminder collects children from the local schools and pre-schools. They visits shops and parks on a regular basis and attend activities at the local children's centre and childminding groups. There are currently nine children on roll, four of whom are in the early years age range. Children attend for a variety of sessions. The childminder operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.3

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

 extend opportunities for children to learn about the importance of healthy lifestyles, for example, by developing their understanding of why they wash their hands before meals and after nose blowing

p.3

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

 enhance opportunities for children to think further when questioned, to give them time to respond to what they hear with relevant comments, questions or actions.

p.3

who attend

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage. She effectively uses observations, assessments and regular planning to assess the development of the children in her care, from their initial starting points. For example, when children first join her care she spends time with parents talking about the children's current stage of development. She encourages all parents to share what that they know and she completes initial observations, which she then reflects on using guidance, such as the Early Years Outcomes. The childminder plans a range of activities, outings and experiences to promote children's development. All areas of learning are equally promoted and the childminder tracks the observations that she makes to ensure that children are making good progress. Additionally, she ensures that she promotes their next steps in learning at all times. The childminder provides children with suitable

p.3

who attend

challenge. For example, children are deeply involved in an activity where they use their imagination. They create their own games and ideas and happily include the childminder into their play. The childminder joins in by extending the children's ideas and encouraging their communication and language. As a result, teaching is good and children are making effective progress overall. The childminder uses good questioning techniques to encourage children's speech and language and she praises the children for their good ideas and suggestions. However, there are occasions when the childminder does not give children enough time to respond to her challenging questions, before giving them the answers. This means that children are not being given consistent opportunities to think for themselves.

p.3

who attend

The childminder supports children's readiness for school throughout their play as she interacts well with them, to promote their learning and development. For example, as they look at a range of books together the childminder speaks clearly, repeats words often, and introduces new words to their growing vocabulary. This supports opportunities for children to develop their communication and language skills as they prepare for the next stage of learning, which is usually the move on to school. The childminder plans a range of activities, to progress children's learning and development. Their personal, social and emotional development is promoted well because the childminder consistently praises and encourages them. For example, during play, the childminder tells children how good and how clever they are. As a result, the childminder promotes children's confidence and self- esteem. Children have good opportunities for outside play and fresh air as they use the

p.4

who attend

childminder's garden and enjoy outings in the local community. Additionally, the childminder supports children's skills in socialising and making friends as they regular attend toddler groups outside the home. Older children take part in a range of activities, covering the specific areas of learning and they make individual choices about their play.

p.4

who attend

The childminder has a good partnership with the children's parents and builds upon this from their initial visit. She offers regular settling-in visits and requests information about each individual child in order to assess their individual needs. This enables her to support children effectively, know their capabilities and promote their ongoing learning. The childminder and parents work well together in sharing information. For example, the childminder provides daily updates through effective use of diaries and verbal discussions and parents are clearly happy with the good services she provides. Consequently, children benefit from this consistent approach to their learning.

p.4

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

The childminder promotes children's emotional well-being effectively. She demonstrates a gentle approach to the children in her care, using a calm voice at all times. Children settle with ease, demonstrating that they are happy and enjoy their time with the childminder and their peers. The childminder promotes opportunities for children to use and develop their imaginations. For example, children create a zoo, a traffic jam and a family home with a range of bricks and small world figures. They relish telling their story to the childminder who fully encourages them with questions to expand their thoughts further. Children learn about kindness towards others because the childminder is a good role model. They are encouraged to build friendships with their peers and through turn-taking games, they learn about sharing. As a result, children behave well and are gaining an understanding of appropriate ways in which to behave.

p.4

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

The childminder demonstrates a good awareness of children's individual needs and tailors their learning and development specifically, through the observations and assessments she completes. In her role as key-person she supports children's personal, social and emotional development as they prepare for their move to school or from their home to the childminder's. The childminder promotes children's independence as she warmly supports them in self-care tasks, such as putting on and taking of their shoes and coats. The children have opportunities to self-select resources and make choices about their play, which equally supports their independence. As a result, the moves children make onto school are smooth. The childminder works closely with parents to share information about what children are interested in outside of her setting and this supports her planning of activities and helps her to understand their interests. The childminder communicates

p.5

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

effectively with parents and this supports the children's developmental needs overall.

p.5

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

Children eat healthily and the childminder promotes good opportunities for hand washing, with individual hand towels to avoid cross infection. However, children are not learning about the importance of hand washing because there is no discussion around the removal of germs. As a result, although the childminder supports children to be clean and have effective hygiene routines they are not learning about why this is important to support a healthy lifestyle. The childminder supports children's understanding of their personal safety well. For example, during their first days with the childminder they learn about the emergency evacuation procedure. They talk about the noise of the fire alarm, the fire engines that come to help and how to get themselves and others to safety. This supports children in preparation for the regular fire drills they take part in along with the posters which the childminder displays. As a result, the childminder promotes children's awareness

p.5

provision

The childminder meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She demonstrates a good knowledge and understanding of how to protect children in her care. For example, she is able to identify signs and symptoms of abuse and knows who to report all concerns to, immediately. The childminder has completed the required Disclosure and Barring Service checks on family members. She promotes children's safety further by completing regular risk assessments and carries out a daily visual check of her home before they arrive. The childminder has a visitor record and a range of policies and procedures to further support the safety of all children in her care. Consequently, the childminder protects the children in her care.

p.5

provision

The childminder supports children's learning and development by continually monitoring and evaluating her setting. She regularly attends training to support her own continuous professional development and this impacts positively on her practice. For example, the childminder has recently updated her safeguarding knowledge through additional training. This has a positive impact on her practice and because of this training, children are better protected because the childminder has extended her awareness of safeguarding overall. Additionally, the childminder regularly seeks the views of parents and children through questionnaires and discussions, she uses their feedback positively. She assesses the activities children take part in and looking back over the many photos she takes the childminder is able to see and know what works well. Consequently, children are reaching expected levels of development.

p.5

provision

The childminder promotes effective relationships with parents. She encourages them to regularly discuss the children's care, learning and well-being to ensure that they are developing well. The childminder has a range of written references to support the parental views of her childminding setting. For example, parents speak highly of the childminder and happily trust her professional and caring approach to their children's overall care and well-being. The childminder demonstrates how she tries to encourage effective partnerships with other providers delivering the Early Years Foundation Stage. She communicates effectively with staff at the local primary school from where she collects children. The childminder clearly demonstrates an understanding of the importance of engaging in professional working relationships with other providers and uses the information she gains to increase children's learning and development.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 129173 Local authority Hertfordshire Inspection number 870979 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10