Childminder in Hertfordshire

Inspection date

Previous inspection date 21/10/2014 14/09/2009

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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 make good progress in their learning and development, due to the childminder's good knowledge of their development. She provides stimulating activities and experiences linked closely to children's interests.  Children enjoy their time in the childminder's care and have formed secure attachments. They are confident to explore the environment and make their own choices in their play.  The childminder's effective use of daily diaries and conversations ensures parents are regularly informed of their children's development.  Children are kept safe in a secure environment. The childminder demonstrates a good knowledge and understanding of safeguarding procedures and all other aspects of safety.

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It is not yet outstanding because

 There are fewer opportunities for parents to share detailed information about their children's learning and development at home. This limits the childminder's planning for the most precise teaching to help children to reach their full potential.

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

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Inspection activities

 The inspector took account of the views of parents and of the childminder's self- evaluation form.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and six children, in a house in Wheathampstead, Hertfordshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder attends local toddler groups and she visits the shops, parks, library and local parks on a regular basis. She takes children to and collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of session. She operates all year round from 8am to 7pm, Monday to Friday, except 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 partnership with parents, so that they have further opportunities to share even more information about what their child is learning at home, so that teaching plans can be tailored more precisely.

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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 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 coloured rice. The children enjoy picking up the rice and letting it pour from their hands. They watch with interest and repeat the activity many times. Therefore, their concentration skills are developing well. The childminder uses the garden to promote children's learning and the children enjoy being outside. For example, she encourages children to collect fallen leaves to make collages. She describes the colour and texture of the leaves and the children enjoy scrunching them in their hands. These sensory experiences ensure young children make good progress in their learning and development.

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who attend

The childminder follows babies' and children's interests. For example, she plays music for the children who like to dance and sing. They become engrossed as they listen to instructions and move their bodies in time to the music, clearly enjoying expressing themselves through dancing.

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who attend

Teaching and learning is good because the childminder knows the children well and understands how they learn. Children's mathematical development is given high priority as number and counting are used effectively. Young children count blocks as they build and sequence sizes using stacking cups. Children show their developing love for books as the childminder regularly share stories with them. She promotes this further by taking children to the local library to choose their own books. Consequently, they are developing skills in readiness for school very well. The childminder promotes speaking and listening skills effectively as she spends time involving children in discussion and conversation. Her effective use of questions enables children to think critically and solve problems. For example, she suggests ways children can undo clothes on dolls. This enables them to complete tasks for themselves and gives them a strong sense of self-esteem.

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who attend

The childminder regularly observes and assesses the progress of individual children. She works with parents to clearly identify children's starting points. However, there are fewer ongoing opportunities for parents to share what they know their children can do at home, in order for the childminder to use this information to contribute to the day-to-day planning for children. Her effective teaching ensures children make good progress and are well prepared for the next stage in their learning. For example, the childminder puts effective strategies in place where she recognises any gaps in children's development, such as, a language delay. She introduces baby signing and works effectively with parents to ensure continuity in 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 at the childminder's house as they settle well and develop appropriate bonds with her. The outside areas, local parks and walks are used to enhance the children's enjoyment of the natural environment. The childminder provides a variety of resources for physical skills, such as, a climbing frame, wheeled toys and ball games. Children enjoy being outdoors in all weathers, such as, on windy days, when they chase the leaves blowing round the garden. This supports them to develop physically and achieve a healthy lifestyle. The childminder provides healthy meals, snacks and freely available drinking water to promote children's health and well-being. Young children show developing levels of independence as they wash their hands and find their boots. Therefore, they are developing the skills they require for later life, such as, at 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. Children's social skills are encouraged from an early age. The appropriate positioning of high chairs at meal times enables young children to watch the childminder feeding the babies. The children chat and laugh as they eat, clearly showing their enjoyment in each other's company. Parents speak highly of the care their children have received from the childminder. Many of the children are new to the setting, and parents feel the childminder's effective settling in procedure meant their children were soon very comfortable with her and her family. 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 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 and music groups to enable the 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. The childminder uses walks to the library, shops and parks to teach children about road safety. This enables them to develop skills to assess and manage risks for themselves.

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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 may have about a child. The childminder actively promotes children's safety and well- being by planning effectively and assessing risks the home, garden and any outings. She ensures all adults living and working in her home have completed a Disclosure and Barring Service check to assess their suitability. The childminder has a current paediatric first-aid certificate and is, therefore, able to give appropriate first-aid treatment, if necessary.

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provision

The childminder effectively monitors all observations and assessments of children through a tracking system. As a result, she clearly identifies gaps in learning and effectively narrows them. The childminder reflects on her practice through self-evaluation. She identifies aspects of her practice that could be improved and welcomes feedback from parents. The childminder actively seeks relevant training courses to extend her already good knowledge and understanding. She is currently undertaking a recognised qualification in childcare at level 3. This assures her ongoing learning and development as she strives to continually improve her good practice.

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provision

The childminder understands the importance of working in partnership with other settings that children attend. She has established effective links with other childminders and local nurseries. For example, when she recognises the need for the progress check for children aged between two and three years, she meets with other key persons to complete it, and together they share it with parents, Therefore, children who attend more than one setting benefit from good continuity of care and learning. She meets with other childminders to share good practice and exchanges information about children's care needs with the school. Her links with the local children's centres ensures she is able to signpost parents to support they need when required. 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

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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 EY331586 Local authority Hertfordshire Inspection number 856985 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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