Forster Jackie

Inspection date

Previous inspection date 24/10/2014 08/09/2009

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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

 The childminder builds good partnerships with parents and gathers a wide range of initial information about children. This gives her a thorough understanding of each child's needs and she offers them relevant support so that they are happy and secure.  The childminder's effective teaching techniques support her in assessing children and understanding their needs and learning styles. She interacts well with the children, extending their knowledge as they play and participate in structured activities.  The childminder has a good understanding of each child's interests and uses these well to extend their learning. She offers activities that interest and motivates them, thereby supporting them in developing a positive outlook on their play and learning.  The childminder completes additional training and maintains a good understanding of safeguarding procedures. Consequently, she promotes children's welfare and safety

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It is not yet outstanding because

 The childminder does not consistently make maximum use of information from parents about their child's progress at home in order to enrich the activity planning.  The childminder does not organise all resources as well as possible. Consequently, children are not always able to select these independently to extend their play to the maximum.

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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 checked areas of the home used for childminding.

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Inspection activities

 The inspector talked with the childminder and the children present and reviewed activities with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the childminder's self-evaluation information 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 given in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with one adult child and a grandchild in a house in Stevenage. The whole of the ground floor, the first floor bathroom and the rear garden are used for childminding. The family has one cat as a pet. The childminder attends activities run by the local children's centre. She visits the shops and park on a regular basis. She takes children to and collects children from the local schools and pre-schools. There are currently eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am 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 the assessments and activity planning by making greater use of updates from parents about their children's learning and development at home

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

 review the organisation of resources so that these are more accessible in order to support children in making further choices about their play and learning.

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who attend

The childminder uses effective teaching methods, so that she supports children well and they make good progress. She assesses the initial information that she gathers about the children in order to gauge their starting points. Her ongoing assessments of children have been improved and ensure that she has a good understanding of their progress and interests so that she can develop their next steps in learning. These are used to inform the daily activity planning. This practical process enables the childminder to offer children activities that interest them and promote their learning and development. The childminder uses effective procedures to carry out the progress check for children aged between two and three years. This check aids her in planning relevant activities and in noting any areas where children need additional support. The childminder generally communicates well with parents, enabling them to share daily news about their children. She also supports parents

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who attend

well in extending their children's learning. She offers advice and practical ideas, for example, about helping children to develop their early writing skills. However, she does not always make full use of updates from parents about children's achievements at home. Consequently, the childminder does not include this extended range of information in her planning in order to promote children's development to the maximum. The childminder supports children well so that they develop the skills and positive attitudes that aid effective learning. This means that they are well prepared for school. The childminder's thoughtful planning of activities means that children are offered many opportunities to explore and experiment. For example, children engaged in water play use scoops, spoons and sieves. They fill different bottles and containers and compare the volumes. The childminder extends this play by adding jelly beads. The children then build

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who attend

on their investigative skills as they explore the texture of the beads, before and after adding them to water, going on to compare the different colours. The childminder's thoughtful provision of resources, and clear organisation of some of the play areas, mean that children's learning is promoted. For example, they develop an appreciation of books and gain early reading skills as they use the cosy book corner created by the childminder. They read stories and enjoy using the associated props in the book bags to act these out.

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who attend

Children enjoy a good variety of activities that promote their physical development. The childminder supports them in learning how to use large play equipment, such as, slides, climbing frames and swings. This helps them to develop their balance and to coordinate their movements. The childminder uses meaningful opportunities to help children appreciate differences in society. For example, children enjoy looking at a poster displaying different languages. The childminder helps them to learn simple greetings in these languages and to use these each day as part of their play and routines. Children are interested in the activities and these support their learning well as the childminder makes good use of their interests. For example, after noting young children's interest in interactive toys, the childminder provides an extended range to help promote their wider development. They enjoy activating the music and the childminder encourages them to

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who attend

dance and move in time to this. They then activate the speech function and the childminder helps them repeat the words and to talk on the attached telephone, thus promoting their language and communication skills.

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

The childminder shares her policies and procedures with parents so that they understand her daily practice. She uses practical paperwork to gather initial information about children, ensuring that she fully understands their needs, routines and preferences. She uses this information to inform the support and care offered to children and to help plan her daily work. This means that she follows children's established routines regarding sleeping and eating, helping them to feel secure and to settle well when they first start. The childminder shows children that she genuinely enjoys being with them. Children respond to this and quickly form warm relationships with her. For example, young children take books to share with her, snuggling onto her lap as they read these together.

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

The childminder's good knowledge of each child means that she notices their efforts and achievements and praises them for these. For example, young children enjoy the praise as the childminder encourages them to walk independently and they repeat their efforts as they walk around the furniture. This sensitive praise boosts children's pride in themselves and enables them to develop a positive belief in their ability to learn. Therefore, they are well prepared for the move to pre-school or school. The childminder has attended additional training in behaviour management, and shows a good understanding of how to manage children's behaviour appropriately and effectively. She offers them clear explanations, so that they understand the effects of their behaviour and learn how to manage this themselves. She also considers her own actions and makes sure that she sets a good example for children to follow. For example, she shows them that she is courteous

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

and polite. The childminder supports this area further with a written policy that clearly explains the strategies she uses and states that no physical threats or actions will ever be used. She ensures that she implements this daily and that it is shared with parents, so that children receive a consistent approach. Most areas of the childminder's home are well organised in order to meet children's needs and accommodate different types of play. For example, older children enjoy sitting in the cosy book corner to read. However, some resources are not as well organised and this means that children cannot always extend their play. For example, younger children playing with dolls do not know that there are further resources, such as, clothes and tea sets, as these are not within easy reach or in containers that facilitate their free choice. Therefore, their learning is not always extended to the maximum.

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

The childminder considers her daily procedures, so that she supports children well in developing their independence. For example, she makes sure that children's drinks are accessible and they learn to help themselves when they feel thirsty. The childminder talks with children about safety issues, and supports them in developing a good awareness of how to keep themselves safe. For example, older children understand why it is important to tidy up and keep the floor clear of hazards so that they don't trip or fall. The childminder supports children in gaining a good understanding of the relevance of healthy lifestyles. Children wash their hands before eating and talk with the childminder about why it is important to wash away germs that could make them ill. They enjoy nutritious snacks and the childminder uses snack time as an opportunity to talk about how different foods support the body to grow and stay healthy. Similarly, during daily walks to and from

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

school, children and the childminder discuss how fresh air and exercise affect their bodies.

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provision

The childminder implements thorough safeguarding arrangements that support her in consistently promoting children's welfare. She completes relevant training and regularly refreshes this in order to keep her knowledge up to date. Therefore, she is fully aware of the process to follow should she have any concerns about children. She ensures that Ofsted is informed of any changes to her household, so that appropriate checks can be carried out to verify the suitability of all household members. She reviews her own daily work and interactions to ensure that she always acts suitably in order to promote children's welfare. Additionally, the childminder implements practical procedures which further promote children's welfare. For example, she makes sure that any photographs of children, taken as part of her assessment process, are deleted straight away to prevent the misuse of these images. The childminder carries out thorough risk assessments,

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provision

reflecting on these regularly to check for any actions she needs to take to minimise risks. She also ensures that children are directly supervised by her at all times. Consequently, children play safely, both inside and outside the home. The childminder is experienced and maintains a positive attitude to her work. She attends further training to aid her in keeping her knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage up to date. She reviews her policies and procedures to ensure that she consistently meets all legal requirements and promotes children's health, safety and welfare. The childminder's commitment to developing her practice further has a positive impact on children. For example, after attending a childminding conference, the childminder introduced further opportunities for young children to look at books and start to develop their early reading skills. The childminder

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provision

has chosen to use an electronic system to record children's assessments. She utilises the data from this system to support her in monitoring children's progress in each area of learning. This enables her to highlight any areas where they may require additional support. The childminder's improved evaluation of her daily work means that she is aware of her strengths and areas for improvement. She seeks the views of parents and children, using this information to inform improvements. For example, a recent change is the addition of further natural and wooden resources. These offer children more opportunities to explore texture and shape.

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provision

The childminder has improved her procedures for working in partnership with other settings attended by the children. She now regularly exchanges assessment and planning information with the local pre-school and nursery. This supports them in working together to provide consistent care and promote children's development. The childminder does not currently care for any children who have special educational needs and/or disabilities. However, she attends networking conferences and activities organised by her local children's centre. Therefore, she has a good understanding of the help available from other professionals and how to access this should the need arise. The childminder works well in partnership with parents. She provides electronic and paper updates about their children's daily activities and progress. Parents report that the childminder is very organised and this helps both the parents and children to feel confident.

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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 149211 Local authority Hertfordshire Inspection number 994473 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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