Reck Donna

Inspection date

Previous inspection date 20/10/2014 30/04/2009

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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 quality of teaching is good. The childminder has a secure knowledge of how to promote the learning and development of young children. As a result, she plans interesting and exciting activities, which engage children well.  Children are happy, self-assured and confident. The childminder provides them with lots of praise and support, so children are settled and secure and develop good behaviour.  The childminder works effectively with parents to meet children's individual needs. This helps children to settle quickly and have a strong sense of belonging.  The childminder has robust child protection procedures in place. She has a strong knowledge of who to report any concerns to. Therefore children's safety and welfare is promoted.

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It is not yet outstanding because

 The childminder does not always ensure that her policy on the use of information technology is shared with parents, to fully assure parents of children's online safety.

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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 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 the childminder and household members, and a range of other documentation, including the safeguarding policy.

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Inspection activities

 The inspector viewed the childminder'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 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Welwyn Garden City. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has a dog. The childminder attends local toddler groups and childminder groups. She visits the shops, library and local parks on a regular basis. She takes and collects children from the local schools and pre-schools. There are currently eight children on roll, five 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 7.45am to 5.30pm, 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:

 enhance the already good communication with parents further by developing more effective ways to share information of how children's online safety is assured.

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who attend

Children have access to a good variety of toys and resources that cover all seven areas of learning in both the indoor and outdoor environments. The childminder ensures that the resources and activities on offer reflect the stages of development and interests of all children that she minds. For example, she provides sensory activities for the youngest children, such as toy spiders and bats hidden in gloop. The children enjoy feeling around for the toys and the childminder tells them they names of all the things they find. She supports children's knowledge of the world by using her garden and the local community. Outings, such as to the local woodlands, help children to understand the changing seasons. They collect leaves and conkers and use them back at the childminder's home to make collages. The childminder displays these in her kitchen, which gives value to children's achievements and they enjoy looking at them. Consequently, children make

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who attend

good progress in their learning and development.

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who attend

Teaching and learning is good because the childminder knows the children well and understands how they learn. Young children show good levels of skill as they make marks with pens. The childminder uses pens alongside the children and as she draws she talks about making a circle and what the colour is that she is using. Young children's mathematical development is developing well, as they begin to count and the childminder points out numbers as they play. Children show their developing love for books as the childminder encourages them to choose books during their regular visits to the library. Young children clearly demonstrate they are beginning to distinguish the difference between pictures and text. For example, children point to print on paper and use their own language to interpret what is says. The childminder promotes speaking and listening skills very well, as she spends time involving children in discussion and conversation. The

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who attend

effective modelling of language and use of questions enables children to solve their own problems. As a result, children are developing skills to enable them to hold effective and sustained conversations. Consequently, children are developing skills in readiness for future learning very well.

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who attend

The childminder regularly observes and assesses the progress of individual children, identifying their starting points and next steps. Effective planning and teaching ensures children make good progress and prepares them well for the next stage in their learning. Daily conversations between the parents and the childminder ensure parents are informed of their child's development. Children's learning journals are available to parents daily. This ensures parents are fully informed of their children's development. Furthermore, the childminder encourages parents to share children's learning at home, which enables children to have expanded learning opportunities. Therefore, the childminder is prompting children's learning effectively.

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

Children are happy and enjoy their time at the childminder's house. The childminder uses outdoor areas, including local parks and walks, to enhance the children's enjoyment of the natural environment. She provides a wide variety of resources, such as wheeled toys, a slide and ball games, to enable children to practise their physical skills. This also supports them to understand the importance of assessing risks and keeping safe as they play. The childminder offers healthy meals, snacks and freely available drinks to promote children's health and well-being. She shares knowledge gained from attendance at a healthy eating course with parents, which further ensures children's good health. Children show their developing independence as they competently wash their hands after messy play and freely choose the resources they need for their play. Consequently children are developing the skills they need for future learning, such as school.

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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 thrive as they have familiar routines and the childminder reminds them what will happen next, such as picking up children from nursery. This aids their emotional development and gives them a strong sense of security. Parents speak highly of the care their children receive from the childminder. Important care information is shared well between parents and the childminder. This aids her in understanding and effectively meeting each child's individual care needs. As a result, children are settled. This consistent care and support enables children to feel part of the childminder's family, which has a

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

positive impact on their emotional well-being. Children are confident and self-motivated because the childminder encourages them and provides plenty of purposeful praise and reassurance. She attends local toddler groups to enable the younger children to socialise with other children. As a result, children develop their personal, social and emotional independence, helping them to gain confidence in preparation for the move to school or pre-school, when the time comes. The childminder gives high priority to children's forthcoming transition to nursery. She has good relationships with the local schools. The childminder attends induction visits with children and passes on relevant information. Consequently, the teachers develop an awareness of children's starting points. These positive relationships enhance children's excitement about going to school and they eagerly look forward to it.

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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 actively promotes children's safety and well-being by planning effectively and risk assessing the home, garden and any outings. The childminder ensures any adults living in her home have completed a Disclosure and Barring Service check. She holds a current paediatric first aid certificate and is, therefore, able to give first aid treatment in an emergency. Therefore, children's safety and welfare are assured. The childminder protects children from the inappropriate use of technology by having filters on her computer and supervising children as they use the internet. However, she does not share her policy on the safe use of technology with parents, which also includes the use of

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provision

mobile phones in her home. Consequently, parents are not always assured of children's online safety.

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provision

The childminder regularly monitors her observations and assessments of children, so 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 has recently made changes to her garden to make it more accessible to the children. Consequently, children can now access the garden all year round as the slippery decking has been removed. Records show the childminder attends relevant training courses and she has plans to do further training. For example, she is presently seeking training based on the needs of boys in their early years. Future plans show how she is reflecting on her practice, as she identifies how to shape her service to meet the needs of the families she supports. This ongoing reflection and evaluation ensures the childminder strives to continue 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 and older children through 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 nurseries. She shares development information and plans activities to complement children's learning at nursery, such as phonic work. Therefore, children who attend more than one setting benefit from good continuity of care and learning. The childminder has effective links in place with the local children's centre and health professionals. For example, she shares the required progress check for children between the ages of two and three years with health visitors. This compliments the health visitor's developmental check and ensures that

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provision

collaboratively, they meet children's needs.

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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 129268 Local authority Hertfordshire Inspection number 874820 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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