Childminder in Hertfordshire

Inspection date

Previous inspection date 06/11/2014 22/01/2009

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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

 Teaching is good because the childminder understands how to promote children's learning during play. She uses clear observation and assessment to develop individual plans for children's next steps. As a result, their progress is good.  Children lead their own play and learning because the childminder provides a broad range of resources that are freely accessible. Consequently, children are motivated to learn and develop good concentration in readiness for school.  Children benefit from the close bonds and caring relationships that clearly exist between them and the childminder. These are enhanced by the flexible approach taken by the childminder to accommodate any change to hours of care. This means that children are settled and secure.  The childminder understands her responsibility in regard to safeguarding children, which means that they are protected from harm.

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It is not yet outstanding because

 Children are on occasion, not provided with sufficient time to make decisions and be independent because the childminder is sometimes over eager to support them as they play.  The childminder has yet to fully embed the sharing of information with other settings delivering the Early Years Foundation Stage to secure consistency and enhance progress further.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder and children throughout the inspection.  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 reviewed the providers online self-evaluation form as well as the more recent hardcopy self-evaluation form.

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Inspection activities

 The inspector took into account the views of parents as provided in reference letters and questionnaires.

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Information about the setting

The childminder was registered in 2000 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, in a house in Hitchin. The whole of the ground floor of the childminder's home is used for childminding. There is an enclosed garden available for outside play. The family has a large protected garden pond with fish and this is inaccessible to children. The family also has a cat, a hamster, a lizard and African land snails. The childminder attends several activity and music groups. She also visits local farms on a regular basis. The childminder takes children to and collects children from local schools and pre-schools. There are currently eight children on roll, two 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 for bank holidays and family holidays. She is a member of

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Information about the setting

the Professional Association for Childcare and Early Years.

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

 consolidate children's independence by allowing them even more time to organise themselves, think through solutions and use their emergent skills and knowledge

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

 extend the communication with other settings delivering the Early Years Foundation Stage to ensure there are regular opportunities to share information about children's learning and development, to fully support continuity in their learning.

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who attend

Children are happy and engaged in their learning because the childminder uses the information gained through observation to plan activities which build on the children's interests. Children are motivated to investigate materials by themselves. For example, they operate a circular toy train which spins when the button is pressed. They develop their game further by placing objects onto the train to see what happens when it spins round. When they discover that the pieces fly off of the train, children persevere trying larger pieces to see the effect. Consequently, children show persistence and an enquiring attitude within their chosen play. The childminder uses good teaching and a supportive attitude as she sits alongside the children, supporting them to extend the game at their own pace. She offers a running commentary about what children are doing and asks simple questions that promote them to think about what they are doing. She uses

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who attend

language that promotes mathematical understanding, talking about 'big' and 'small' objects, and counting. The childminder also provides children with new vocabulary as she names the objects or animals on the puzzle pieces. Children begin to respond by repeating the names and words used. This helps to extend their early communication and language. Children enjoy using the magnetic letters on the easel. The childminder follows the children's chosen play and helps them to identify initial letters, sounds and numbers, as they select them to place on the board. However, on occasion the childminder does not maximise children's independence because she does not give them sufficient time to experiment before suggesting a solution. For example, when using the train, the childminder tells children that a larger piece will get stuck rather than allowing them to find it out themselves, and, when using the magnetic letters she points out that one set

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who attend

will not stick because they are not magnetic. Consequently, children's motivation to solve problems is not always optimised to extend their learning.

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who attend

The childminder introduces children to the wider community because they make excursions to several local activity groups and venues. The childminder plans and provides opportunities for children to become interested in the wider society. For example, they complete simple activities to learn about popular festivals, enjoy food tasting days to sample foods traditionally served in other countries and complete a range crafts. The childminder ensures that children appreciate each other's culture. For example, she and the children have learnt some Japanese words and been helped to explore the Japanese culture by a parent. Stories and books feature in the daily routine and children use a variety of reading and writing materials. The calm manner and gentle encouragement of the childminder means that children are secure and relaxed as they make independent choices in their play. For example, they select and use materials including a play tent, a

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who attend

farm and track, and the role play area. Consequently, children enjoy a varied day during which they use their imagination and develop games.

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who attend

The childminder demonstrates a good understanding of the Early Years Foundation Stage and has established clear methods of observation and assessment. Each child has individual learning plans maintained in their learning and development file. Observation and assessment records are kept and all achievements are monitored against expected milestones for each child's age. This helps the childminder to develop a plan of activities to promote the identified next steps for each child. Parents are involved within children's learning and information is shared through a communication book that allows each party to build on achievements made. Parents also review the learning file regularly and record their comments on the progress that children have made, alongside their suggestions for what they would like the childminder to focus on next in their child's development. Consequently, care in the home and when with the childminder is consistent. As a result of

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who attend

the observation and assessment arrangements, and the effective planning, children make good progress. The childminder completes a comprehensive progress check for children between the ages of two-and-three years. She shares this with parents and any other setting that children attend. The childminder provides a teaching environment within which children have opportunities to explore and learn actively. This lays the foundations for children's future move to school.

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

The childminder takes account of each child's individual need to provide settling-in procedures and works closely with parents to establish a positive relationship. For example, the settling-in process is sufficiently flexible to meet the needs of individual children and families. The childminder uses a communication book to keep parents informed about their child's day which supplements the contact at the beginning and end of the day. She uses text and email contact to ensure that she stays in close contact with parents. Parents comment that the daily record book is highly valued. Detailed care plans are provided by parents at the beginning of a contract to help the childminder to establish daily care which reflects children's routines at home. This helps her to work closely in support of children's well-being. Children demonstrate good attachment with the childminder. She is attentive and offers children appropriate support and independence. As

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

a result of these steps children from an early age are emotionally prepared for school or a move to another setting.

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

Children receive consistent and positive behaviour management that helps them to develop self-confidence. They sit alongside the childminder, include her in their play and listen to her as she speaks calmly with them. This helps children to feel secure and settled. Frequent praise shows children that they are valued and fosters good self-esteem. Children are well nourished because the childminder provides healthy meals and snacks. Children are invited to make choices from fruits for their snack which helps them to make considered choices about nutrition. Children follow clear hygiene routines. Younger children use a bowl in the kitchen to wash their hands while older toddlers and children become more independent as they use the bathroom facilities. Children enjoy physical play each day in the garden and at social groups. Parents write about how the outings have helped their children to become confident and outgoing, furthermore, how they

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

appreciate the outdoor activities, which include visiting the stables to see the horses. These activities help to support physical health and foster their confidence in larger groups. They also help children to meet and become familiar with other adults in a controlled environment. This assists their independence and preparation for school.

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

Children are kept safe on the premises because the childminder completes regular assessments of risk. She is especially vigilant with younger babies to ensure that the smaller, unsafe objects are secured out of reach and that all children learn to keep the home safe to minimise risk. Children practise road safety each day and take part in emergency evacuation. They access a broad selection of resources freely and the childminder provides materials in line with planned activities, from a good range which is suitable to promote all areas of learning. The environment is supportive and young children are able to freely access resources and make independent choices. This means that they have opportunities to lead their own learning.

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provision

The childminder has a firm understanding of safeguarding and she ensures that children's welfare is assured. A written policy for safeguarding outlines the procedures for children's protection and provides clear information for parents. The childminder seeks and attends frequent training to ensure that she is fully up-to-date with all child protection information and referral procedures. This identifies the importance that the childminder places on her role. The appropriate checks for all household members are in place. The childminder implements thorough procedures and risk assessments that protect children when they are away from the home and she supervises children vigilantly at all times, both inside the home and during outings. The childminder fully understands the importance of safety with regard to the use of modern technology, including cameras, electronic games, computers, and discusses this with children and parents. Consequently, she ensures that children are

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provision

fully safeguarded. As a result, children are safe both in and outside of the home.

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provision

The childminder shares a broad range of policies with parents to underpin the professional relationship and support children's well-being. She regularly seeks the opinion of parents to inform her practice. For example, the childminder invites parents to complete questionnaires shortly after the children are settled into her care, to review the initial settling-in procedure. Learning files are always accessible for parents to view and a communication book helps to enhance the partnership. The childminder completes effective reflective practice to continue to develop the care provided, this helps her to plan her continuous training programme to enhance her knowledge. Consequently, she is able to demonstrate a drive for improvement and continued good provision.

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provision

The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is aware of the importance of working with parents and other professionals to make sure the needs of all children are met appropriately. The childminder has children in her care who attend other settings and initiates contact with them to discuss events or welfare issues that arise. She also provides the children's learning file for other settings to view by requesting that parents share it with them. However, the links with other settings are not fully embedded to ensure that information about individual needs is always shared and consistency of learning is promoted by building on children achievements in other settings. The childminder continues to review her own observation and assessment methods and demonstrates a good knowledge of the characteristics of learning. As a result, children make good progress. Children in this

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provision

setting have a positive experience that forms a good base for continued well-being, learning and development.

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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 149629 Local authority Hertfordshire Inspection number 874971 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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