Hatfield Denise Sandra

Inspection date

Previous inspection date 20/10/2014 02/04/2009

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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 childminder implements effective teaching skills, successfully tracks individual children's development and completes secure observations and assessments. As a result, children make good progress in their learning and development.  The childminder has a secure knowledge of child protection procedures. Through training, she fully understands her role and responsibilities and has clear procedures in place to protect children. Supervision of children is effective, which promotes their safety.  Effective partnerships with parents and other professionals have a positive impact on all children's needs being met. Children receive good support to enhance their all-round development and welfare needs.  Children are happy and settled. They form warm attachments with the childminder, which supports children's emotional development.

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It is not yet outstanding because

 Sometimes, children's interests are not always used to sharply focus their learning during mathematical activities.  Opportunities for younger children to explore different textures and sensory objects are not maximised because resources, such as treasure baskets, are not always readily accessible or organised well.

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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 and interacted with children at appropriate times throughout the inspection.  The inspector held a joint observation with the childminder.  The inspector took into account the views of parents and carers.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and household members, and the childminder's self-evaluation.

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Inspection activities

 The inspector looked at children's assessment records and a range of other documentation, including safeguarding policies and procedures, risk assessments and children's attendance records.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Carlton, Nottinghamshire and uses the whole of the downstairs area and back garden for childminding. The childminder lives with her husband and has three children aged 15, 13 and 11 years. The family has a Dogue De Bordeaux French Mastif and marine fish as pets, and hens, which are kept in a secure pen in the back garden. The childminder visits the local shops and parks on a regular basis. There are nine children on roll and of these six are in the early years age group. Children attend various sessions. She collects children from the local school and nursery. The childminder is operating Monday to Friday all year round, from 7.30am to 5.30pm, except for family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 sharply focus learning opportunities for children by building on children's interests during mathematical activities

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

 organise and make resources easily accessible, such as treasure baskets, to maximise opportunities for younger children to explore different textures and sensory objects.

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who attend

The childminder has a good understanding of how children learn through play and carefully plans play pertinent to individual children. The quality of teaching is good. Play is planned successfully taking children's interests, age and stage of development into consideration, using robust observational skills by the childminder. The childminder understands the importance of gathering useful information from parents about their child. She uses this as a starting point to build upon children's interests and stage of development. Children's progress is recorded using various methods, such as electronically, as well as in individual written development files. These are regularly shared with parents, keeping them updated about their child's progress. The childminder encourages parents to contribute to their child's learning. Activities and ideas are shared between the childminder and parents. This enables the parents to continue their child's

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who attend

The childminder completes the progress check for children between the ages of two and three years well. The childminder helps to prepare children in their readiness for school. For example, children learn to undress and put on their school uniform by themselves, which supports their independence skills. They are provided with activities to help them concentrate, such as table-top games. Other activities, such as making marks on paper, helps children enhance their literacy skills as they attempt to form recognisable letters when writing their name. Children are motivated in their play. They play on their own, as well as engage in activities purposefully planned by the childminder. There is a good balance of child-initiated and adult-led play activities. Children happily concentrate during the focused activities and explore confidently by themselves. The childminder engages in conversation with children, who respond well using appropriate language skills for their

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who attend

age. Children talk about the fish in the fish tank, naming the colours of the fish and why the fish hide.

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who attend

The childminder plans activities to enhance children's mathematical skills in colour and shape recognition, and counting. Children confidently tell the childminder about the various shapes and colours. This is because the childminder asks open-ended questions to entice children to respond, explore and take a guess. Children do know their colours and shapes. They quickly point out when the childminder does not include some shapes. The childminder uses this as a way of assessing how much children do know. Her good modelling of thinking skills are implemented effectively in practise to engage children and help activities be fun. The activity works well, although, the children do lose some interest when they start counting the matching colours and shapes. The children move away from the activity and start bouncing on indoor inflatable objects. However, on this occasion, the childminder misses the opportunity to sharply focus their mathematical learning by not

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who attend

maximising children's interest in the inflatable objects, to continue counting. Children are happy and settled and quickly engage in activities. They enjoy lining up cars on the floor. The childminder skilfully uses the opportunity to enhance the child's mathematical skills encouraging them to count how many cars they have. Children quickly respond and attempt to count the cars, requiring a little help from the childminder as the number increases beyond ten.

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

The childminder is a good role model and teaches children about keeping healthy and staying safe through daily tasks and activities. For example, the childminder talks to the children about the hens that they have just acquired. She shares the importance that they need to wash their hands after touching or feeding the hens to stop the germs from spreading. Children learn about keeping safe by understanding the importance of road safety. This is because the childminder talks to the children about holding hands when walking on the pavement. Furthermore, the childminder reminds children of the importance of in-car safety, such as keeping seat belts on to keep them safe while travelling in the car. The childminder offers children varied light snacks, which meet their specific dietary requirements as discussed and agreed with parents. Also, parents can provide their own child's meals, which the childminder monitors to ensure these are

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

healthy and well-balanced. Children access their own drinks because the childminder ensures that they are stored at low-level, so that all children can reach them independently. Children regularly spend time outside enjoying the fresh air while exercising. They also visit the park and attend woodland parks with the childminder, so that they enhance their large muscle skills and benefit from learning about nature.

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

The childminder makes suitable use of the home and has an appropriate range of toys, resources and equipment, which are used well to support children in their all-round development. However, opportunities for younger children to explore different textures and sensory objects are not maximised because resources, such as treasure baskets, are not always readily accessible or organised well. The childminder creates a welcoming environment, which helps all children have a sense of belonging. Children show good levels of care towards toys and resources, playing with them with care and respect. Children's independence skills are supported. This is because the childminder understands the importance of helping children to make their own choices in their play, as well as placing further toys on the floor for them to also choose from.

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

Children's confidence and independence is successfully promoted by the childminder. This is because she understands the importance of praising positive behaviour and being a good role model for all children. Children form warm and secure emotional attachments with the childminder. Children are supported well emotionally when starting with the childminder and when moving on to the next stage in their leaning and eventually on to school. For example, children are given appropriate time to settle as discussed and agreed with parents. The childminder sensitively discusses and records in detail children's overall needs and starting points with parents. As a result, children settle quickly because the childminder provides toys and resources that she knows the children enjoy playing with while meeting their care and learning needs. The childminder values the importance of linking with schools and shares relevant information with the children's new teachers.

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provision

The childminder has a good understanding of her role and responsibility to protect children. She has secure knowledge of the procedures to follow should she have any concerns regarding a child in her care. The childminder undertakes regular child protection training to ensure she has a secure knowledge and understanding of current child protection procedures. For example, the childminder has recently completed a safeguarding evaluation tool, to ensure she is aware of all current contact names and numbers and procedures should she have any child protection concerns. Furthermore, she has clearly written policies, supported by a good range of additional information for reference. For example, the childminder understands the importance of being able to make reference to the Working Together to Safeguard Children 2013 document for further child protection guidance and practice. The childminder ensures that all adults living in the

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provision

household are suitable because she understands the importance of ensuring all individuals complete a Disclosure and Barring Service check. The childminder supervises children effectively while they are in her care and ensures that they are not left with anyone who is not vetted. Furthermore, the childminder ensures that children are never left alone in the car or during any outings because she remains with them at all times. Risk assessments are robust and identify any potential hazards. This ensures all areas where children play or have access to are safe and secure. For example, the childminder regularly checks the safety of the car so that car seats and restraints are all in working order, to ensure children are safe while being transported during outings. The childminder ensures the number of children that she cares for meets requirements at all times, including when children attend, for example, in an emergency situation or supporting a family in providing

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provision

continuity of care for children. This ensures that the childminder is able to support children in their learning and development while meeting their overall needs.

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provision

The childminder reflects on the service which she provides, to ensure the outcomes for children continue to improve. Recommendations made at the last inspection have been addressed well. For example, children's progress is securely tracked and link closely to the areas of learning. The childminder successfully uses current guidance documents and effective observation and assessment systems to ensure they match to the expectations of the early learning goals. As a result, children make good progress in their learning and development. The childminder also observes how children play as a way to monitor the educational programmes, ensuring that children are benefiting from their time while in her care. Discussions with parents about the service she provides and returned parent questionnaires help the childminder to make continuous improvements. A good range of written policies and procedures successfully underpin the running of the service she

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provision

provides. The childminder ensures that parents are familiar with them and provides easy access electronically, as well as having a hard copy for parents to view. Records are accurately maintained, held securely and shared in a confidential way. This is because the childminder has a secure understanding of data protection, and when and how to share information safely.

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provision

Children receive focused support to enhance their all-round development and welfare needs because partnerships with parents and others is good. The childminder involves parents from the start, gathering useful information about their child's level of development and their overall needs. She maintains a regular two-way flow of communication and keeps parents updated about their child's overall needs and progress. For example, parents are provided with a secure, electronic password for accessing their child's development files. They are encouraged to contribute to their child's development, such as sharing events from home and wow moments that they have also achieved at home. This helps the childminder continue to plan activities and experiences which children have shown an interest in. The childminder understands the benefits of liaising with teachers to help her to plan relevant activities to support children's progress and

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provision

complement their overall learning. The childminder works well with other childminder's and other childcare professionals to share best practice and new ideas, which benefits 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 EY306871 Local authority Nottinghamshire Inspection number 993908 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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