Childminder in Hertfordshire

Inspection date

Previous inspection date 13/10/2014 18/04/2012

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder uses an excellent range of interactive support systems to engage parents. This promotes the positive and successful sharing of pertinent information in relation to children's learning and development. As a result, children's learning is further extended at home.  The childminder is extremely organised and plans meticulously to support the positive welfare of each child. Her outstanding attitude and attention to detail means that all children's personal needs are met extraordinarily well, helping them to settle with complete confidence.  The childminder's attention to safeguarding and protecting children is excellent. She competently identifies potential risks and minimises these successfully. As a result, the children remain safe and secure in her care.  The overall monitoring of the educational programmes for the prime and specific areas of learning are exceedingly effective. As a consequence, all children enjoy excellent

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This provision is outstanding

learning experiences which clearly challenge and enable them to made very good strides in their learning and development.

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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 spoke with the childminder, children and parents at appropriate times throughout the inspection.

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Inspection activities

 The inspector reviewed documentation and carried out a joint discussion with the childminder, in relation to making observations of the children's play, learning and progress.

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Inspection activities

 The inspector observed and talked with the childminder about how activities are planned and presented to children within her setting, both inside and outside.

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Inspection activities

 The inspector looked at a selection of policies, procedures, training records and relevant documentation, including safeguarding records and the suitability checks for the childminder and her husband.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two children aged six and three years in a house in Bishop's Stortford, Hertfordshire. All areas of the home and rear garden are used for childminding. There are currently two children on roll both, of whom are in the early years age group. The childminder attends local toddler groups and visits the shops and park on a regular basis. The childminder takes children to and collects children from local schools and pre-schools. She operates her service all year round, Monday to Thursday from 7am to 6pm, except bank holidays and family holidays. The childminder is a qualified teacher.

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

 enhance the already excellent chances for children to learn about technology, by enriching opportunities for further exploration and discovery of its uses.

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who attend

The childminder grounds her teaching practice in her excellent understanding of how to effectively support and motivate children. She has a very good knowledge and understanding about child development and how to provide effective learning environments for young children. The highly stimulating and fun learning environments, both inside and outside, encourage children to participate in activities which capture their interest. This excellent engagement promotes their critical thinking and exploration skills. The childminder uses consistent and effective monitoring systems to ensure that all the children make exceptionally good progress in their learning and development. Assessment for learning is exceedingly good and enables the childminder to identify ongoing learning experiences, in order to effectively challenge and build firmly on what each child knows and can do. The childminder works closely with parents from the outset. This includes

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who attend

close partnership working in relation to ongoing assessments, in particular the progress checks for children between the aged two to three years. This means that together, they can build firmly on all that the children know and can do. This exceedingly positive partnership working enables the children to make very good progress towards their full potential.

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who attend

The quality of teaching is exceptionally good. Children make outstanding progress relative to their starting points. The majority of children are working at levels exceeding that expected of their age, with regard to their communication and language skills. Children demonstrate that they are extremely competent communicators and are self-assured while interacting with adults and their peers. They have no difficulty in making themselves understood and are very articulate when sharing ideas or making their needs known. Expert open questioning by the childminder, as well as providing children with time to listen, think and then respond, provides the ideal environment to build and extend pertinent language skills. The childminder organises a wealth of rich, purposeful learning activities. All children are very well motivated and eager to join in. For example, a recent mini-beast topic caught their imagination. What began as a short investigation, consumed

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who attend

the children's curiosity and became a whole term exploration, cumulating in an exciting opportunity to follow the life cycle of butterflies. The children observed first-hand how the tiny eggs, laid by adult butterflies, change over time into larvae. They learn that larvae are the caterpillars and discover that after eating plenty, just like the hungry caterpillar in their story, they wrap themselves up and become a chrysalis. Then, after a while, they break free from their cases and become beautiful, colourful butterflies. The childminder uses interactive learning opportunities like these, to successfully embed the prime areas of learning. This enables the children to confidently acquire skills, such as communication and language, along with extending their physical, personal, social and emotional development. These acquired abilities form the foundation for other learning to take place.

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who attend

Parents contribute to initial assessments of children's starting points on entry and they are kept well informed about their children's progress. Decidedly effective strategies engage all parents in their children's learning within the childminder's setting and their own home. Both parties are proactive in sharing pertinent information relating to the children's ongoing achievements and progress. This maintains a clear picture about their overall development and as a result, the childminder successfully uses all information to identify any gaps in learning. The childminder targets excellent ongoing support, where necessary, involving other agencies in order to close these as swiftly as possible. As a result, all children make rapid improvement in their learning from their starting points. In addition, the children make excellent strides in their learning and embed the skills they need for later moves on to school.

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

The childminder is highly experienced and thoughtful in helping children of all ages form secure emotional bonds with the childminder and each other. She provides an exceptionally safe and very secure environment from where they are very clearly supported in developing their independence and ability to explore. The children's motivation is very high because the childminder provides plenty of positive, descriptive praise and encouragement, which clearly raises their confidence and self-esteem. This care and excellent attention to detail prepares children emotionally for the next stage in their learning. Children increasingly show high levels of self-discipline during activities and growing confidence in social situations. The childminder fosters this by taking the children out and about to local settings where they can meet and mix with children. This enables them to learn about the similarities and differences of the wider world.

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

The childminder clearly and ably supports the children in developing an excellent understanding of how to manage risks and challenges relative to their age. She provides exciting opportunities, such as trips to the local forest, where children play in dens that they make. Children increasingly understand about how to keep themselves safe, watching and planning, for instance, where their next step is or deciding if it is safe to jump down from a low-level branch. Children discover their budding physical abilities as they climb trees and learn to move in different ways, developing their coordination and balance and becoming spatially aware of what is around them. Babies are exceptionally well supported by the childminder, who plans meticulously for their care and time in the setting. Attention to detail helps the childminder to provide a childcare setting which meets children's individual needs. This is because she takes time to find out about their medical, dietary

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

and religious requirements, and plans for these. It is clear that all the children form very secure attachments to the childminder and her family.

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

There is a decidedly fun and inspiring environment with child-accessible resources that promote learning and challenge for children both inside and outside. The childminder takes time to observe and learn about the children in her care. This is critical in enabling her to prepare and provide a wide variety of learning opportunities which appeal to the differing ages and abilities of the children. This positive and professional approach is extended into everyday learning opportunities for the children. For example, the childminder plans healthy meals and snacks. These are very often home-cooked and always nutritionally balanced, in order to meet each child's growing needs, enabling them to develop and thrive. To complement these, hygiene routines are practised by the childminder with regard to exceptionally well-organised and very effective food hygiene, along with the excellent cleanliness in relation to nappy changing procedures. These

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

provide excellent role modelling for the children who actively copy the childminder and proudly announce how clean their hands are by waving them in the air.

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provision

The childminder demonstrates how she implements her knowledge and understanding relating to safeguarding and child protection to improve practice. She very clearly understands how to make a referral and would not hesitate to do so if she had a concern about a child in her care. Very effective systems are in place to monitor the planning and delivery of the educational programmes, the consistency of assessment, and children's progress. In addition, the childminder takes a robust approach with regard to meeting the safeguarding and welfare requirements. This makes sure that children make very good progress and are kept safe and secure at all times. The childminder pays considerable attention to attending training which promotes the well-being of the children in her care. For example, a course in paediatric first aid means that children receive the required care and attention in the event of an accident. Thorough risk assessments are undertaken in

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provision

order to clearly identify possible risks. Effective action is then identified in order to minimise, and wherever possible eliminate, the cause for concern entirely. The childminder consistently reflects and has the highest aspirations for children's safety, well-being and learning.

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provision

Since the last inspection, the childminder has paid excellent attention to her ongoing professional development, as well as constructively evaluating her practice. Attention to ongoing, pertinent training has a very positive impact on the educational opportunities for children. For example, the childminder recently extended her ideas for more intricate activities involving children using their smaller muscles to gain greater control over their fingers and hands. This also supports their hand eye coordination, enabling them to use a wider range of single-handed tools which will help to support literacy development at a later stage. The childminder understands about sharing good practice and learning from others. She belongs to a local childminding network group. These opportunities have a very positive impact on her service as ideas for good and outstanding practice are discussed and shared. The childminder undertakes reflective practice, evaluating what

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provision

impact her service has on the families who use it and identifying where improvement can be made. This practice enables her to sustain her service and make positive improvements based on user needs.

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provision

The childminder works extremely closely in partnership with parents. They report that they are very happy with the excellent service she provides and recommend her to other families without hesitation. Parents stress that they are very impressed with the wide variety of home cooked, nutritious meals which provides their children with an excellent balance, but also provides them with peace of mind that details such as this are so well planned for and taken care of. Effective partnership working is in place with external agencies and services. This enables the childminder to secure appropriate intervention if she identifies a development concern relating to a child in her care. In addition, positive working with staff at other local early years settings, the school and children's centre, provide further opportunities to discuss and share good practice ideas. This secures a positive ongoing learning environment for all children in her care.

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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 EY433320 Local authority Hertfordshire Inspection number 874589 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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