Goddard Linda Margaret

Inspection date

Previous inspection date 08/10/2014 18/06/2009

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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

 Children are happy, self-assured and confident. The childminder provides them with lots of praise and support, so children learn how to share and they develop good behaviour.  The childminder has a secure knowledge and understanding of how to promote the learning and development of young children. As a result she plans interesting activities, which challenge the children. This means that children make good progress.  Children thrive in their health and physical development. This is because the childminder promotes outdoor physical activities and provides healthy food.  The childminder demonstrates a good knowledge and understanding of safeguarding procedures. This promotes children's safety and well-being.

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It is not yet outstanding because

 Children do not consistently have access to the good range of toys and resources available in the childminder's home.

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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 talked with the childminder.  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 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 took account of the views of parents.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter in a house in Hemel Hempstead, Hertfordshire. The whole of the ground floor, the first floor lounge, and the rear garden are used for childminding. The family has two cats as pets. The childminder attends toddlers group and childminder groups. She visits the shops, library, parks and a local farm on a regular basis. She collects children from the local school 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. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 explore ways of enhancing children's access to the vast range of resources more freely by, for example, developing a pictorial catalogue for children to choose from, thereby promoting their spontaneous play.

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who attend

Teaching and learning is good because the childminder knows the children well and understands how they learn. The childminder has a vast amount of resources covering all aspects of learning for use both in and outdoors. Toys and equipment are located in a dedicated playroom and children can help themselves to these. However, some are not as easy to access or as freely available for younger children, therefore limiting their spontaneous play in some areas. The childminder uses the space well in her home and garden to promote children's enjoyment and learning. For example, a shop is set up in the hallway, promoting children's imaginative play, and he providing coins encourages children to count and use number as part of their play. The childminder promotes children's enjoyment of the outdoor learning environment well. She provides a playhouse to foster children's imaginative play and a range of resources to promote physical development. A

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who attend

small table outdoors for messy activities is provided to enable children to benefit from fresh air as they play and learn.

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who attend

The childminder promotes speaking and listening skills effectively as she spends time involving children in discussion and conversation. Her effective modelling of language, and use of probing questions, enable young children to begin to solve problems. For example, as children play with vehicles, they ask for a small figure as the driver and the childminder offers suggestions about where they might find one. This effectively leads children to look carefully in a box and when they find the figure they put it in the truck and push the vehicle round. Therefore, their play is extended as they begin to be imaginative. Young children playing with toy animals hold them up for the childminder to see. They say woof and neigh, and the childminder responds sensitively, giving them the correct names of the dog and horse. As a result, she is promoting their communication and language development, and children begin to hold effective conversations. Young children's

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who attend

mathematical development is developing, as they count during their play and begin to recognise numbers. Children show their developing love for books as the childminder encourages them to find their favourite story. As she reads, she gives children the opportunity to say what will happen next. Children demonstrate they are beginning to understand the sequence of events in stories. Consequently, children are developing skills in readiness for school very well.

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who attend

The childminder carries out observations and assessments of individual children's development regularly. These effectively show children's next steps and their interests. She monitors their learning and development to ensure they make good progress in their learning. The childminder works with parents to clearly identify children's starting points, such as, what they can do, their interests and routines. She uses this information in her effective planning. The good quality teaching prepares children well for the next stage in their learning. The childminder keeps the parents well informed of their children's development. She does this by holding regular conversations with them about their children's learning and welfare. She develops this further by using daily books to provide parents with ideas for learning at home.

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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 enjoy using the garden and visiting local parks, where they can explore large play equipment. As a result, they benefit from fresh air and exercise. Children have freedom to explore and, therefore, begin to understand how to keep themselves safe. The childminder promotes children's safety further as she carries out daily checks of the environment. She provides resources to promote physical development such as a balance beam, stepping stones and bikes, enabling children to develop physically and promoting a healthy lifestyle. The childminder provides nutritious food for snacks and encourages parents to provide a healthy packed lunch. Children show developing levels of independence as they wash their hands after nappy changing and before eating. This ensures their good health and well-being. The childminder uses walks to the library, shops and parks to teach children about road safety.

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

This enables them to develop skills to assess and manage risks for themselves.

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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, children's behaviour is good. The childminder is a good role model, showing respect for the children and supporting them well. The children clearly have a strong attachment to the childminder and they enjoy being in each other's company. Young children climb onto her lap for a cuddle. This aids their emotional development and gives them a strong sense of security. Parents speak highly of the care their children receive and many children stay with the childminder for a number of years. Important care information is shared well between parents and the childminder. This aids the childminder in understanding and effectively meeting each child's individual development needs. This consistent care and support enables children to feel part of the childminder's family, which has a positive impact on their emotional well-being.

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

The childminder has a good understanding of the children's emotional development. This enables her to support individual children and effectively promote their well-being. For example, young children recognise when they are tired and they tell the childminder they need a rest. She provides a secure space for them to be calm and quiet. This supports their readiness for learning as they fully engage in activities after they have had sufficient rest. The childminder attends toddlers groups and music groups to enable children to socialise. Consequently, children are developing effective social skills to ensure they are adequately prepared for transitions to other settings and, ultimately, 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. She is aware of and understands her responsibility to report any concerns she has about a child. 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. She holds a current paediatric first-aid certificate and is, therefore, able to give first aid treatment should the need arise. Therefore, children's safety and welfare are protected.

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provision

The childminder effectively monitors her observations and assessments of children, she clearly identifies gaps in learning and effectively narrows them. The childminder reflects on her practice and the needs of the children regularly. For example, she is currently reflecting on the benefits of employing an assistant to expand her service. Records show the childminder attends relevant training courses and she has plans to do further training. The childminder has made recent additions to the garden, such as a wooden balance beam and stepping stones, demonstrating her ongoing commitment to provide the best possible care and education to the children she minds.

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provision

The childminder has good relationships with parents and they share information to support children's well-being on a regular basis. The childminder seeks the views of parents through discussions, and questionnaires, and uses this information to reflect on her practice. The childminder's partnership with other providers of the Early Years Foundation Stage is good as she has effective links with local schools. The childminder regularly shares information on children's development with the local nursery and they share observations of children's learning. She meets with other childminders to share good practice and has effective links with the local children's centre. Therefore, partnership working is effective in ensuring continuity of learning for children. 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

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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 129467 Local authority Hertfordshire Inspection number 874834 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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