Childminder in Hertfordshire

Inspection date

Previous inspection date 29/10/2014 10/01/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 has a good understanding of how to promote young children's learning and development. She uses this knowledge to provide age-appropriate activities that engage children's interest. As a result, children make good progress across all areas of learning.  The childminder has high expectations for children's behaviour. Children are encouraged to share and take turns with the toys and resources and to be kind and considerate towards one another. Consequently, their behaviour is good.  The childminder has effective safeguarding and welfare policies and practices in place. This ensures the safety of the children at all times.  The childminder has established effective partnerships with parents. This ensures that information is shared in a timely manner and that children's well-being is promoted.

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It is not yet outstanding because

 The childminder does not always gather sufficient information from parents on what children can do at home when they first attend, to support her in planning optimal learning experiences from the start.

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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 house and talked with the childminder.  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 procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written reference letters.

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Inspection activities

 The inspector discussed with the childminder how she evaluates and improves her service.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 13 and five years in Hitchin. The whole ground floor of the house, one bedroom on the first floor and the rear garden are used for childminding. The family has a pet cat. The childminder collects children from the local schools and pre-schools. There are currently five children on roll, two of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7am 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:

 build on the gathering of information with regard to children's starting points, for example, by including parents' observations of their children's stages of learning and development.

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who attend

The childminder has a good understanding of how to promote young children's learning and development. She uses this knowledge to provide age-appropriate activities that engage children's interest. As a result, children make good progress across all areas of learning. When children start attending the childminder's setting, parents provide information about their child's interests and their likes and dislikes. However, this does not yet include parents' observations of their child's stage of learning and development, so that activities can be even more closely matched to children's needs from the very start. The childminder carries out regular observations of children's development. This information, supported with photographic evidence, is used to track children's progress against age-related expectations and to then identify their strengths and areas for development. It is shared with parents and means that all those involved in the children's

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who attend

development are aware of their progress.

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who attend

The childminder's home provides space for babies and toddlers to play on the floor and to pull themselves up by holding on to the furniture. This promotes their physical development. The childminder further promotes young children's physical skills by providing opportunities for them to explore tactile materials, such as dough, oats and water. This encourages young children to develop control over their movements as they squeeze dough through their fingers, tip the oats into small cups and splash delightedly in the water. The childminder plans exciting, age-appropriate activities for older children. She teaches them to follow a recipe to make cakes, which involves measuring quantities and mixing ingredients. This promotes children's development in mathematics and literacy in a fun, practical way. The childminder uses open-ended questions with older children. For example, she asks them what ingredients they need to measure to make their cakes and

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who attend

what equipment they will use. This encourages children to think for themselves and begin to solve practical problems. Consequently, children are developing positive attitudes towards learning. The childminder promotes children's development in literacy by reading stories and helping older children to sound out new words. This, together with children's positive attitudes towards learning, is a good preparation for school.

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who attend

The childminder works well with parents. She updates them daily on the children's care and activities, which ensures that information is shared in a timely fashion. A timetable of outings and activities is displayed in the hallway, so that parents can be aware of what the children will be doing. Parents have access to the children's records and are encouraged to contribute their own observations. This creates a productive two-way flow of information, which ensures that an accurate picture of children's development is maintained and shared. Children's records show that they are making good progress in relation to their ages and they are learning the skills of communication, social and physical development that will prepare them for school.

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

The childminder is warm and supportive towards the children in her care. She knows the children well and is skilful and supportive in meeting their needs. As a result, even the youngest children settle easily and demonstrate enjoyment and confidence as they actively explore their environment. The childminder responds sensitively to babies' and toddlers' utterances. This encourages their use of language and shows them that what they say is valued and they are listened to. The childminder is aware of children's emotional well-being and she works hard to develop their confidence and self-esteem. For example, she takes children to toddler groups and the local children's centre, so that they can experience a wider range of social opportunities with children of their own age. The childminder has high expectations for children's behaviour. They are encouraged to share and take turns with the toys and resources and to be kind and considerate towards one

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

another. Consequently, children's behaviour is good.

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

The childminder maintains a daily diary for each child. This is a record of what the children have been doing each day and is shared with the parents when they collect their children. The childminder is attentive to all aspects of the children's care. The environment is safe and well maintained and the resources are suitable for the children's ages. Children are given healthy snacks to eat, which are attractively presented. At snack time, the childminder talks to children about which foods are good for them and do not harm their teeth. Older babies and toddlers are encouraged to be independent at snack time. They hold their bottles of milk to drink from and use their fingers to feed themselves pieces of fruit. The childminder is responsive to children's need to rest and she supports them sensitively as they settle down for a nap. The childminder teaches older children about the importance of hygiene as she reminds them to wash their hands before and after meals

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

and after using the toilet. Children learn about the importance of exercise as they play in the garden or visit the local parks and playgrounds. The childminder has established good links with the local settings that children attend. She finds out what children are learning so that she can support this further. She encourages children to learn the skills that will help them when they move on to nursery or school. These include being independent in their self-care skills, being confident and being able to communicate effectively.

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provision

The childminder attends regular safeguarding training to update and refresh her knowledge. This means that she can confidently describe the signs and symptoms that would cause her concern with regard to a child's welfare. She keeps a list of appropriate contact details to hand, so that she can quickly make a referral to outside agencies, if needed. As a result, children's safety and welfare are promoted. The childminder carries out risk assessments of her home and of activities outside the home, to minimise any potential hazards for the children. Suitability checks have been carried out on the adults who live on the premises. The childminder keeps accurate and relevant records of the children's personal details and any individual care needs.

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provision

The childminder closely monitors what children are learning. She uses this information to complete progress records for each child, including the progress check for children aged between two and three years. This shows the childminder where the children are meeting age-related expectations and, as a result, children's strengths and areas for development can be quickly identified. The childminder has effectively addressed the issues from the previous inspection. This includes making her home appropriately safe for children and putting in place a learning and development experience that meets each child's individual needs. The childminder has a very positive attitude to improving and developing her childminding service and clearly demonstrates her commitment to the children in her care and their families.

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provision

The childminder has established effective partnerships with parents. Written feedback is very positive and parents are appreciative of the high quality of care that they and their children receive. The childminder is aware of local agencies and visits the local children's centre to attend activities and to meet with other childminders.

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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 EY411376 Local authority Hertfordshire Inspection number 875455 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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