Childminder in Hertfordshire

Inspection date

Previous inspection date 21/10/2014 23/02/2009

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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 promotes children's language skills well, using modelling language and introducing new vocabulary.  The childminder is skilful in planning activities that are stimulating, challenging and show differentiation for older or more able children. Consequently, children are engaged and are able to revisit their learning at a later stage. Therefore, they are able to practise and consolidate the skills and knowledge gained.  Partnerships with parents and other early years providers are strong. The childminder continually engages parents to contribute to their children's learning. She shares information and seeks feedback from other settings that children attend, to enable her to tailor her plans for meeting the individual care and learning needs of the children.  The childminder has a secure understanding of child protection and the procedure to follow if she has concerns. She uses risk assessments and daily checks to ensure the

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This provision is good

areas used by children are safe and secure.

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It is not yet outstanding because

 Younger children's independence and awareness of good health are not always fully promoted as, for example, they do not always have direct access to fresh drinking water throughout the day, other than at snack and meal times.

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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 conducted a joint observation with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector checked evidence of suitability of household members and looked at children's assessment records, planning documentation and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.  The inspector reviewed the provider's self--evaluation form.

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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 two adult children in the Birchwood area of Hatfield. The whole ground floor of the house and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis 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 sessions. The childminder operates all year round from 8am to 6pm, 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 younger children's independence and understanding of self-care and good health by, for example, making their water bottles and beakers more readily accessible during their daily activity.

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who attend

The childminder has a good understanding about how children learn and she shapes activities accordingly. She regularly offers children the chance to choose what they are doing and planned activities have a clear learning objective. The childminder has a secure understanding of the areas of learning and how these can be promoted within activities. She shows clear differentiation for children in her planning and demonstrates how activities can be extended for more able children. For example, she pitches an activity exploring the leaves, fir cones and conkers, at the right level to sustain young children's interest and they are able to revisit this later on. The childminder provides further resources, such as weighing scales and containers and books showing different leaves and trees, to provide extension for older children. As a result, children are engaged in their learning and grow in confidence.

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who attend

The childminder extends children's vocabulary by introducing new words, for example, spiky and crispy, as they explore the texture and noise of the items in the tray. She describes what children are doing and gives words to their babbling. Consequently, young children are using clear intonation in their speech and trying to repeat singular words. The childminder repeats their words and vocalisations and praises their efforts. She encourages children to speculate and test out ideas through trial and error. For example, she encourages children to connect the trains together with their magnets by instructing them to turn them around. Children bring a toy to the childminder and she shows them how to push the button down to make the noise, asking them to recall how they did it before. Children have sufficient time to practise and reinforce what is being taught to them because the childminder provides opportunities for them to revisit activities. She

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who attend

notices what interests them and builds on this. For example, children watch the leaves blowing down from the trees, and when they go outside, they do the same with the bubbles, chasing them. Children discover that their feet make a noise on the gravel and the childminder joins them, copying their stamping and encouraging them to make a crunching sound. Consequently, teaching and learning are effective.

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who attend

Children play with resources which support their development across the seven areas of learning. The childminder provides many age-appropriate toys to support their understanding of the world and their physical development. For example, children laugh as the childminder blows a whistle and then they are encouraged to blow it themselves. The childminder recognises young children's enjoyment at turning the pages of board books, rather than listening to the story. Children's progression to other settings, such as school, is well promoted by the childminder. For example, she regularly talks to children about school and what it is like to attend. She adapts the activities that she provides to make them more challenging and encourages children's ability to maintain their focus for longer periods of time. The childminder supports their developing independence in their self-care skills, although this is not so well promoted for younger children, who cannot

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who attend

always access drinking water freely throughout the day. The childminder encourages their recognition and forming of letters and numbers, scissor skills and pencil grip. Therefore, children are ready for the transfer to school, when the time comes.

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who attend

The childminder creates a learning journal for each child in her care. She asks parents for children's starting points and then asks them to complete reflection sheets at six-monthly intervals. This supports the childminder in identifying what level children are at and if there are any gaps in their development. This also effectively promotes parents' involvement in their child's learning. The childminder uses this information, and their identified next steps, to plan exciting and challenging activities in order to try and close these gaps. She records observations about the children, along with photographs of them, in the learning journal. The childminder completes a detailed progress check for children between the ages of two and three years in her care, as necessary. She reviews children's progress regularly and links it to the prime and specific areas of learning. As a result, the childminder is able to track children effectively to ensure that they are on target to meet

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

The childminder has strong bonds with the children that she cares for and they happily go to her for affection and reassurance and thrive on her attention. She provides a warm and welcoming environment, where children enjoy the time that they spend there. Consequently, the relationship that the childminder has with the children and their parents is strong. Children separate from their parents with ease because they feel safe and secure with the childminder. The childminder works closely with parents in regard to children's care needs. For example, she follows their home routines and sleep patterns as much as possible. There is an effective settling-in procedure in place, where parents are invited to attend with their child and get to know the childminder. She asks parents to complete information about the child's favourite toys, comforters, what makes them happy and sad, and their family members, and this is updated at regular intervals. The

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

childminder encourages young children to bring their special comforters and follows different handover processes to provide individual continuity of care. The childminder keeps in contact with parents throughout the day by text message. This ensures that they have the latest information about their children and are able to be actively involved in caring for their children at all times. Children behave appropriately and young children are beginning to understand yes and no because the childminder clearly explains to them the reasons why in an age-appropriate way. She demonstrates a calm and gentle manner at such times.

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

The childminder encourages children to enjoy a healthy diet, although parents supply children's food. She encourages children to remain seated while eating and to try different foods provided for them. Children are given water at snack time and mealtimes. The childminder supports children to learn about how to wash their hands appropriately before eating and after playing outside. As a result, they are beginning to understand the importance of a healthy lifestyle. Children get plenty of fresh air and exercise because the childminder ensures that they visit parks or play in the garden every day. She makes sure that they are able to access age-appropriate climbing equipment to promote their emerging physical skills. Consequently, children's physical development is well promoted. Children are developing an understanding of their own personal safety. The childminder talks to young children, reminding them to hold on, as they manoeuvre themselves down

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

the step, out of the door. They wear fluorescent jackets when they go on outings and hold hands or onto the pushchair. The childminder reminds them why they need to hold hands, or wear reins, when they go out. This results in children gaining a good understanding about keeping safe. The equipment in the childminder's home is suitable and age appropriate. Toys are easily accessible in labelled storage boxes and are clean and well maintained. The childminder also has a book, showing photographs of resources so that children can make further choices about their play.

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

Children are well supported in their move on to other settings and school. This is because the childminder teaches them to socialise with one another and enjoy each other's company, promoting sharing and taking turns. They have opportunities to mix with other children and adults as they attend toddler and childminding groups. This helps develop children's confidence around adults in preparation for attending other settings. The childminder encourages children to learn important skills, such as being independent. For example, young children are encouraged to feed themselves with a spoon and older children help themselves to their cutlery and wipes in the drawer. They are encouraged to sit and eat together at mealtimes. The childminder encourages children to try to dress themselves, offering support when needed. The children hang their coats on pegs when they arrive and this supports their familiarity with routines, as this is continued at nursery

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

and school. The childminder has a genuinely enthusiastic approach to childcare and highly values the work she does with the children.

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provision

The childminder gives a high priority to safeguarding the children in her care. She has recently completed online safeguarding children awareness training. This has secured her knowledge and understanding of how to recognise the possible signs and symptoms of child abuse and the action to take if she has any concerns. The childminder has a clear understanding of the procedure to follow if any allegations are made against herself or other members of the household, and ensures that all adults living on the premises have been vetted. The childminder implements robust policies and procedures, such as safeguarding, complaints and the safe use of mobile phones and cameras, which support her in ensuring children's safeguarding and welfare. She conducts regular risk assessments of her home and garden to make sure that any areas that children use are safe and secure, and she follows this up with daily checks before children arrive. The

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provision

childminder has a clear fire evacuation plan which is displayed and she regularly practises this with the children in her care. The childminder holds the required documentation and seeks parental permission to transport children in her car and take them on outings. As a result, she promotes the safeguarding and welfare requirements well.

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provision

The childminder's training and qualifications enable her to have a good understanding of childcare. For example, she has completed courses about safeguarding, and supporting children who speak English as an additional language, in preparation for caring for children with other home languages. She also has sought out relevant training and organised to update her first-aid training in advance of her first-aid qualification expiring. This has a positive impact on the way that she works. The childminder has a well- organised and effective professional development programme which is improving the quality of care and teaching she provides for children. The childminder is a member of a childminding network group and uses these regular meetings, and her own research, to update her knowledge and adapt her practice accordingly. As a result, she monitors the learning and development requirements effectively. The childminder has an action plan

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provision

that she uses to support the continuous improvement of her service. Recent improvements include an application on her phone which enables her to record observations and link these to the development bands, which she can then email to parents immediately. Future plans include introducing unique summaries of assessment to share with parents and preparing her proposal to care for children with special educational needs and/or disabilities, for the local authority. This means that she is effectively reflecting and striving to give the children the best possible care that they require.

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provision

Partnerships with parents are good. The childminder is very flexible in meeting the parents' needs and wishes. They comment that they are very happy with the care that their children receive and about how well they have progressed since attending. Parents are invited to complete questionnaires regularly and the childminder uses this information to improve and update her practice in the identified areas. Children's views are taken into account on a daily basis, because the childminder asks them if they enjoy activities and what they would like to do next. The childminder has established strong partnerships with other agencies involved with the children. She has improved the links with other early years providers that children attend. She shares their learning journals with them and asks for written feedback from them to support her further in meeting their individual needs. For example, in her regular discussion with a child's key person, she asks for the names of

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provision

the child's friends, so that she can talk about them with the child in her setting. As a result, she has a thorough knowledge about how to support children who attend other early years provisions and provide clear continuity of care.

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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 129122 Local authority Hertfordshire Inspection number 874807 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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