Chaston Yvette Frances

Inspection date

Previous inspection date 14/10/2014 01/12/2009

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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 has good expectations of children and provides challenging activities which promote and embed their individual learning and development needs.  The childminder develops trusting relationships with parents to support children's well- being. Children are, therefore, happy and settled. This secure base enables children to develop effective relationships with their peers.  The childminder demonstrates a strong commitment to improving the quality of care and teaching by reflecting on her practice and implementing changes.  The safeguarding and welfare requirements are well understood by the childminder through clear policies and procedures, which are embedded into the daily routines, to ensure children are kept safe.

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It is not yet outstanding because

 The childminder has yet to successfully engage some parents in sharing children's achievements and experiences at home, to enable her to maximise their learning through complementary activities.

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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 these 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, checked evidence of the suitability of household members and a range of other documentation, including safeguarding procedures.

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Inspection activities

 The inspector reviewed the provider's self-evaluation form and considered the views of parents.

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Inspection activities

 The inspector accompanied the childminder as she collected children from the local nursery.

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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult son, in a house in Hemel Hempstead, Hertfordshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has two dogs as pets. The childminder attends local toddler groups and music groups. She visits the shops, parks, zoo and local parks on a regular basis. She takes children to and collects children from the local schools and pre-schools. There are currently 10 children on roll; four 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 7.30am to 6.15pm, Monday to Friday, except for bank holidays and family holidays.

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

 build further on the good partnerships with parents, for example, by developing effective ways for parents to share information about children's learning that takes place at home.

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who attend

Teaching and learning is good because the childminder knows the children well and understands how they learn. She ensures the resources she provides reflect the developmental stage and interests of all the children she minds. Therefore, children make good progress in their learning and development. The childminder uses the space in her home and garden well to promote children's enjoyment and learning. A dedicated playroom holds a wide range of toys and equipment which children can freely access. The childminder sets up a tent in her living room and provides cushions which enable children to have a place to be quiet and look at books. Consequently, at times, children play well together and, equally, engage in their own play and learning. Outside, the childminder provides a playhouse to develop children's imaginative play, and a range of resources to promote their physical development. This enables children to benefit from fresh air as they

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who attend

The childminder promotes children's mathematical development by introducing numbers and counting through games and activities. For example, as children build with construction blocks she supports them to count how many blocks they have. Children count unaided up to 10, and beyond with prompts. The childminder introduces mathematical language, such as 'more' and 'less', as children talk about the building they are making. Consequently, children's mathematical understanding is developing effectively. The childminder promotes children's language and communication by talking to them and introducing new words to extend their vocabulary. As the children build houses, they talk about television and the childminder introduces words, such as 'aerial' and 'satellite'. As she explains what these words mean, children's vocabulary and knowledge of the world is extended. Children's inquisitive nature is evident through their constant

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who attend

questioning. They ask the childminder why and how things work and happen, such as 'why is there a dumper truck on the building site?' as they pass on their walk home from nursery. The childminder gives them effective answers and engages in dialogue with them. This enables children to develop very good thinking and reasoning skills.

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who attend

The childminder carries out observations and assessments of individual children regularly to ensure they make good progress in their learning. She clearly identifies children's starting points and uses this information to effectively plan well-tailored activities. Her teaching is good and prepares children well for the next stage in their learning because she provides positive support and appropriate levels of challenge. The childminder keeps the parents well informed of their children's development through holding regular conversations with them. She develops this further by updating her online system daily to provide parents with ideas for learning at home. However, not all parents are sufficiently encouraged by the childminder to share what their children learn and achieve when they are at home. Therefore, she does not always consider children's wider experiences when planning for their individual needs. The childminder has friendly links with providers at

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who attend

other settings the children attend and shares information with them, which helps her to meet children's needs.

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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. They play and laugh together clearly showing their enjoyment in each other's company. The childminder promotes children's safety as she carries out daily checks of the environment. She provides outdoor resources to promote physical development, such as balls and bikes, enabling children to develop physically and promoting a healthy lifestyle. Children are developing skills that help them to know how to keep themselves safe and manage and assess risks. For example, as they walk home from nursery the children know when they must hold the childminder's hand and when they can walk independently. They show they are developing their understanding of road safety. For example, when they walk independently, they know, without prompting, when they must stop and wait for the childminder. Children's good health is promoted well and they learn how to adopt a

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

healthy lifestyle. The childminder provides nutritious food and encourages children to drink water to support them in being healthy. The childminder encourages children to wash their hands after using the bathroom and before and after eating. The childminder provides separate towels for each child, which helps to reduce the risk of cross-infection and promotes children's well-being.

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

The childminder has high expectations of behaviour and is consistent in her approach. As a result, young children learn to share and cooperate from an early age and their behaviour is consistently good. The childminder's caring and calm approach means she is a good role model. She shows respect for the children and supports them very well. Consequently, children feel emotionally secure and become active learners. The childminder has a good understanding of the children's emotional development and their next steps. This enables her to support individual children and effectively promote their confidence and readiness for the next stage of learning. The childminder attends toddler groups to enable the children to socialise. Consequently, children are developing effective social skills to ensure they are adequately prepared for the move to other settings and ultimately to school.

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

The childminder has good relationships with parents and they share information to support children's well-being on a regular basis. Daily conversations between the childminder and the parents ensure she understands the children's care needs and parents feel supported by her. This consistent care and support has a positive impact on children's well-being. Written evidence provided by parents demonstrate the strong partnerships they share. Many children stay with the childminder for many years as parents appreciate and value the good care their children receive. The parents invite the childminder to home visits with their child's next teacher. This ensures the sharing of pertinent information, which has a positive impact on children as they move to school.

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provision

The childminder understands her role and responsibility in meeting the safeguarding and welfare requirements. She demonstrates a clear understanding of safeguarding procedures and of child protection. She is aware of, and understands, her responsibility to report any concerns she has about a child's welfare. The childminder has clear policies that underpin her safeguarding practice. She actively promotes children's safety and well- being by planning effectively and risk assessing the home, garden and any outings to identify and minimise any hazards. The childminder holds a current paediatric first-aid qualification, which enables her to deal with any minor accidents or injuries. She has all relevant documentation and consent forms in place, including medical details. She ensures that all required persons complete suitability checks to be in close proximity to children. She supervises children well on outings and trips to ensure they remain safe.

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provision

Consequently, children are safe and secure in her care.

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provision

The childminder completes observations effectively and monitors her assessments of children's progress consistently. As a result, she clearly identifies gaps in learning and effectively narrows them. The childminder reflects on her practice and the needs of the children regularly. Training records demonstrate the childminder's ongoing commitment to her professional development. For example, she has recently attended a training course based around the needs of boys in the early years. This has a significant impact on her practice as she endeavours to implement her acquired knowledge, such as including boys in daily tasks that they can complete independently. This raises their self-esteem and sense of well-being. The childminder's self-evaluation form sets out her ongoing plans and training needs well. This ensures her continuous good practice and professional development. The childminder seeks the views of parents through questionnaires and uses this

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provision

information to reflect on her practice. The childminder understands the importance of working in partnership with other settings that children attend. She meets with other childminders to monitor her good practice and shares information about children's learning and development with other early years settings and schools. She ensures she has parents' permission to pass on information to other settings and professionals. 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 meet the needs of all children.

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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 129609 Local authority Hertfordshire Inspection number 874840 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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