Childminder in Hertfordshire

Inspection date

Previous inspection date 21/10/2014 05/05/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder protects children in her care exceptionally well. She has an excellent knowledge and understanding of the safeguarding and welfare requirements. She has attended regular safeguarding training to update her awareness and she encourages children to learn about their personal safety at all times. As a result, she gives high regard to children's safety.  Teaching is outstanding because the childminder makes excellent use of her extremely accurate observations and assessments of children's progress. The childminder uses these to plan activities that enable children to achieve exceptionally well, given their starting points and capabilities.  The childminder has an excellent relationship with parents, carers and other providers of the Early Years Foundation Stage. Parents and staff from outside agencies speak highly of the childminder and her continuing commitment to provide consistency for all

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This provision is outstanding

children in her care.  The relationships between the childminder and the minded children are exceptionally good. Children are building close attachments and the childminder promotes their emotional well-being excellently. She provides a highly stimulating and welcoming environment, where she promotes children's independence extremely well. Consequently, children are thriving.  The childminder's leadership and management skills are superb and she continually strives to provide excellent care for children. Thorough and extremely effective monitoring and self-evaluation means that she is able to quickly identify, and consistently improve, her already excellent practice.

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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 carried out a joint observation with the childminder as children took part in a creative activity.

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Inspection activities

 The inspector observed activities in the childminder's home and talked with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents and staff, from other settings, the childminder works closely with, as recorded in written questionnaires and reference letters. The inspector reviewed the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 1986 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult son in Hatfield, Hertfordshire. The childminder is registered to work with an assistant and does so, on a regular basis. The whole of the childminder's house is used for childminding. The family has a dog. The childminder collects children from the local schools and pre-schools. The childminder visits the local shops and parks on a regular basis and regularly attends activities at the local children's centre with the children. There are currently 17 children on roll, six of whom are in the early years age range and five of whom are only cared for during school holidays. All children attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of the

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Information about the setting

Professional Association for Childcare and Early Years.

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

 enhance further the already excellent opportunities for children to self-select resources by, for example, providing a photographic book of what is available.

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who attend

The childminder has an excellent knowledge and understanding of the Early Years Foundation Stage, including the characteristics of effective learning, and all children are making outstanding progress. The childminder gives high regard to the observations she makes of how children learn. She uses these exceptionally well alongside assessment guidance, such as the Early Years Outcomes, to plan for children's next steps in learning. Teaching is inspirational. The childminder highly engages children in a range of wonderfully stimulating activities, which promote their learning across all areas. For example, children explore autumn-coloured spaghetti as part of the current topic. The childminder supports their communication and language skills exceptionally well, as she introduces and repeats a wide range of new vocabulary. She encourages children to feel and delve into the cold and slippery spaghetti as they make use of a range of different

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who attend

sized objects. Children show extremely high levels of concentration as they transfer spaghetti into tubes using their fingers and thumbs. The childminder thinks about the learning intentions for each adult-led activity she plans. Additionally, she promotes their physical development and speech and language skills equally as they participate in this stimulating activity.

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who attend

The childminder demonstrates her high expectations in everything she does and her consistent teaching methods ensure that children make rapid progress. The childminder knows the children in her care exceptionally well, from their likes and interests to the different ways in which they learn. When planning activities, the childminder takes each individual child's needs and stage of learning into consideration. For example, as they look at books together, she questions children according to their stage of development. She adapts activities extremely well, to ensure that she consistently promotes their individual needs. As a result, although children take part in, and enjoy, the same activity the childminder challenges them specifically. The childminder ensures that every child is ready for school because she challenges them and promotes their independence in everything they do. For example, the childminder encourages children to put on and take off their

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who attend

coats and shoes. During every activity, she encourages them to have a go themselves, even when they appear unable to do something. Children demonstrate high levels of perseverance and are able to maintain excellent focus on activities for long periods. Consequently, the childminder is exceptionally good at promoting children's personal, social and emotional development in preparation for school.

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who attend

The childminder has an outstanding relationship with parents. She ensures that she treats every child equally and she consistently nurtures children to grow and explore, alongside support from very happy parents. The childminder is extremely organised and has a comprehensive range of documentation, which she consistently shares with parents. The childminder plans highly effective settling-in visits to find out as much as she can about individual children. She shares documentation with parents, which they complete before children start, and this supports her exceptional understanding of the children's starting points. The childminder then uses the information she gains to plan for their individual needs. She consistently informs parents of the progress their children are making and, together, they share important information and special moments. For example, the childminder has a wow board on display where she and parents comment on the

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who attend

achievements children make from things they do at home, to milestones achieved with the childminder. The childminder regularly shares the excellent learning journeys that she completes for each child and keeps parents up-to-date with excellent documented and verbal feedback. Additionally, this supports her knowledge and understanding of children's development and is extremely significant in highlighting gaps in their progress, which she can then quickly narrow. The childminder is very enthusiastic about her role and clearly promotes opportunities for children to become deeply involved in a range of excellent activities. As a result, their development is exceptional and the childminder's teaching means they make excellent progress in their learning and development.

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

The childminder encourages and supports children's emotional well-being exceptionally well. She is very sensitive to their needs, provides a warm and inviting environment and encourages fantastic opportunities for children to bond with their peers. The childminder cuddles children naturally, as they come to her. She pays outstanding attention to their care needs, knowing when they are tired, hungry or just looking for comfort. Children demonstrate secure attachments with the childminder and their peers. They laugh together, take part in activities and enjoy cuddling up together as the childminder tells them a story. Their behaviour is exemplary, with the childminder role modelling examples of kindness. She consistently talks to children about being kind to each other and sharing with their friends and children naturally follow these messages. For example, children exploring some imaginative resources begin to feed and care for their dolls. They dress

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

and feed them with pretend bottles and, without the childminder's intervention, share the bottles and changing bags. As a result, the childminder promotes excellent opportunities for children to build extremely solid friendships.

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

In her role as a key person, the childminder takes her responsibility very serious. She shows a genuine enjoyment of her position and talks affectionately of the wonderful relationships she is building, and has built, over the many years she has been childminding. She promotes children's personal, social and emotional development outstandingly and this supports them in their move from home to school. She talks to children about these moves to reassure them, encouraging older children to support them further by talking about their own experiences. The childminder works very closely with teachers, promoting regular visits and attending parent evenings with the families, where possible. Additionally, the childminder enables children to practise valuable skills on the route to and from school from a young age. For example, children practise counting and letter recognition. As a result, children settle quickly and effortlessly in their new school,

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

which supports their ongoing learning and development. The childminder provides a highly stimulating and interesting environment and she promotes children's independence exceptionally well. Children access a wealth of resources, which are age and stage appropriate and accessible for them to make independent choices about their play. The childminder is aware that, with the introduction of a pictorial book of the whole selection of resources, children may see a wider range of what is available to them and, therefore, make additional choices.

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

Children's awareness for their personal safety is outstanding and the childminder provides excellent opportunities to learn about risks and personal safety. For example, she consistently promotes the safety of each child in her care through daily discussion. With every opportunity the childminder gives explanations to children. For example, she explains why they must sit nicely on the chair during puzzle play so they do not fall and hurt themselves. During outings on public transport, the childminder reminds children about the possible risks to their personal safety. Furthermore, during the regular opportunities to enjoy swimming, the childminder reiterates the importance of staying safe. The childminder ensures that children lead very active lifestyles, with daily outings to the woodland areas in their local community, as well as opportunities to explore her garden. She encourages their understanding of healthy lifestyles by providing freshly

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

prepared meals and snacks. The childminder promotes excellent opportunities for children to take part in a huge range of activities that support their physical development. For example, they enjoy outside play with an imaginative kitchen and a range of equipment. Additionally, children attend regular outside activities at the children's centre, where they join in with physical activities. As a result, children are incredibly active and opportunities to encourage their physical development are exceptional.

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provision

The childminder has an excellent knowledge and understanding of how to safeguard children. All required Disclosure and Barring Service checks are in place for household members and assistants and this protects children's safety and well-being. The childminder has an outstanding awareness of the Early Years Foundation Stage, safeguarding and welfare requirements. She is incredibly clear of the procedures to follow in the event of a concern and demonstrates an excellent awareness of the signs and symptoms of abuse. She regularly attends safeguarding training and ensures that she shares all updates with her assistants. She has a highly comprehensive range of policies and procedures, which she provides to parents and assistants to maintain an exceptional approach to safeguarding. This includes information about protecting children when using computers online, or when accessing cameras and mobile telephones. The childminder

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provision

ensures that she meticulously plans every outing and experience children take part in, to maintain her exemplary safety record. The childminder completes regular risk assessments to safeguard the children in her care. She updates all required emergency information for each child and carries emergency details, with individual photos of every minded child, when out of the home. The childminder has a current first-aid certificate, so is able to attend to emergencies quickly. She carefully records every child's arrival and departure. As a result, the childminder promotes the well-being of children in her care extremely well and this protects them effectively.

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provision

The childminder has a truly enthusiastic and passionate approach to children's learning and development. Her teaching is inspiring and she is an excellent role model to the children she cares for. For example, one of her assistants is a previously minded child who is now working closely with the childminder on a regular basis. The childminder ensures that she supports all her assistants in developing their knowledge and understanding of the Early Years Foundation Stage and they attend training where possible. The childminder is skilled in monitoring children's engagement in activities and judges fantastically as to when and when not to intervene. As a result, she is able to identify children's needs quickly and, therefore, not inhibit their learning in any way. The childminder has an excellent programme of professional development and continuously looks at where she can improve her already exceptional knowledge, understanding and

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provision

practice. She consistently reflects on what she does by discussing progress with parents, sharing learning journals and reflecting on the activities and experiences children take part in. The childminder is extremely motivating in her approach to challenge children effectively. Her self-evaluation is excellent because of the consistency in her monitoring and evaluation. She includes the thoughts of parents, carers and other settings, which is extremely clear to see by the many questionnaires and references she has.

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provision

Parents are exceptionally happy with the childminder's practice and excellent relationships with parents are in place. Partnership working is highly effective because the childminder works very closely with parents to support, encourage and nurture every child. The childminder shares stories of the children's learning and development and works with parents to promote challenging opportunities for the children in her care. Additionally, the childminder works very closely with other professionals, such as the local school and children's centre, who both deliver the Early Years Foundation Stage. Staff at the local children's centre, teachers at the local school and parents say extremely motivating things about the childminder and her strive for continuous improvement. These written statements demonstrate the importance of the childminder's intervention in supporting children's well-being, overall. Her encouragement and enthusiasm towards children and

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provision

parents is exceptional. Overall, the childminder is dynamic in encouraging children's learning and development and they are making rapid progress.

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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 129126 Local authority Hertfordshire Inspection number 874808 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 17

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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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