Childminder in Hertfordshire

Inspection date

Previous inspection date 07/11/2014 01/06/2012

p.1

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

p.1

This provision is good

 The childminder has a good understanding of how children learn and plans effectively to promote all areas of learning. Consequently, children are keen and active learners. The childminder uses a range of teaching methods to engage children to support them in gaining the skills they need to make good progress.  The childminder has established good links with parents which ensures she meets children's personal care needs to a high level. The childminder effectively supports children's early language and communication skills. As a result, they are developing good social skills.  The childminder has a secure knowledge of safeguarding issues and how to keep children safe. Well managed routines and effective risk assessments help her to monitor and maintain children's safety and well-being at all times.  The childminder is well-organised and she has a very good understanding of safeguarding issues with robust policies and procedures in place. Effective risk

p.1

This provision is good

assessments help to monitor and maintain children's safety and well-being at all times.

p.1

It is not yet outstanding because

 The childminder does not always effectively share information with parents about children's recently acquired skills to enable them to consistently support language development at home.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector talked to children and watched them play with a range of toys and resources around the home.

p.2

Inspection activities

 The inspector talked to the childminder about the individual needs of the children in her care.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

 The inspector looked at a selection of documents in relation to the children's progress and developing skills.

p.2

Inspection activities

 The inspector looked at a variety of documents used by the childminder to support her in monitoring the safety of the children through robust safeguarding procedures.

p.2

Inspection activities

 The inspector looked at evidence of the childminder's qualifications and the suitability checks undertaken for all adults in the home.

p.2

Inspection activities

 The inspector sought the views of parents from a letter of reference directly from a parent.

p.2

Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child in Bushey. The whole of the ground floor of the home is used for childminding and there is an enclosed garden for outside play. The childminder regularly attends a toddler group and activities at the local children's centre and she visits the shops and park on a regular basis. The childminder takes children to and collects children from local schools and pre-schools. There are currently two children on roll who are in the early years age group and who attend for a variety of sessions. The childminder holds an early years qualification at level 3. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 build on the process of sharing information with parents, for example, by encouraging and enabling them to support children's language development at home.

p.3

who attend

The childminder is an experienced practitioner having gained teaching experience in a school for children with special educational needs and/or disabilities. She has a good understanding of how to promote children's learning and development, across all areas of learning, through well-planned play opportunities. The quality of teaching is good because she uses a range of teaching methods to identify the best way to support children and to engage children in interesting learning opportunities. As a result, children make good progress across all areas of learning. The childminder completes the progress check for children between the ages of two and three years and shares a written summary with parents to enable them to support children's developing skills at home. She carries out regular observations and assesses children's development effectively. This information is used to help her to monitor children's progress and assist in identifying the next steps in

p.3

who attend

their learning. Children are developing a positive attitude to learning. They are confident and are developing the skills they will need to be well prepared for the next steps in their learning and eventually the move on to school.

p.3

who attend

The childminder uses open-ended questions to extend children's understanding and learning. For example, she asks them about the pictures of favourite television characters on play cards. She refers to well-known props, such as a spotty bag and the different features of the character, to help children make links with previous experiences both with her and at home. The childminder uses sign language to support young children's language and communication skills. She reinforces their understanding by introducing new words and signing different activities, favourite toys and food. The childminder teaches children to repeat phonic sounds to help them to develop their speech and language skills. However, information about the children's recently acquired skills are not always effectively shared with parents to enable them to further support children communication and language skills at home.

p.3

who attend

Young children have easy access to a wide range of toys and resources around the home, this gives them many opportunities to make independent choices about what they want to do. The childminder plans activities throughout the month to meet the needs of the different ages and stages of development of the children in her care. Outings are an important aspect of the weekly routines. Visits to toddler groups, zoos, farms, play areas and local parks support children's personal and social skills as well as their understanding of their community and the wider world.

p.4

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 has a very good understanding of how to promote children's individual and personal care needs to a high level. Young children's emotional development is supported well. The childminder sits alongside them, giving lots of praise, as they eat a mid-morning snack. Their learning and independence are further supported because the she consistently uses sign language during the daily routines, such as at snack time. The childminder provides children with a range of social events through the week which helps to develop children's confidence and self-esteem. For example, she takes children to community play groups so they experience playing with a range of children in different social situations.

p.4

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

Children learn about a healthy lifestyle through effective and well-managed daily routines. The childminder talks about what they are eating, supporting their understanding of a healthy diet. The childminder helps children to learn about their own safety because they are involved in helping to tidy away the toys when they have finished playing. Children are reminded to look on the floor and to be aware of the cars may cause them to slip over. When walking out in the community, the childminder teaches children about road safety and to be aware of their surroundings. The childminder supports children understanding of keeping themselves safe by reinforcing simple rules, such as picking up toys and not running in the home. Through well-planned group activities with the other children, such as sharing colouring pencils and chalks, children are learning to share and take turns. Consequently, children's behaviour is good because the childminder is clear about what is

p.4

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

expected of them. When children share and show good behaviour this is consistently reinforced with sign language.

p.4

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

The childminder's home and garden provides space for children of all ages to play and explore. Children learn about the importance of exercise as they play in the garden or visit the local parks and playgrounds. The childminder teaches children to think for themselves and to be independent. She encourages children to put on their own coats and wellington boots when going outside. Children are developing the skill they need to take part in new life experiences which means they are well prepared to move onto other early years settings.

p.4

provision

The childminder is well-organised, she regularly evaluates her overall practice to ensure she meets the requirements for the Early Years Foundation Stage. The safety and well- being of all children is of high priority. Children are protected as the childminder is very knowledgeable about safeguarding issues. She has consistently attended safeguarding training and completed online courses throughout her registration. Information from the Local Safeguarding Children Board is on display and available for parents. All adults on the premises have relevant background checks to further ensure the safety and well-being of the children. A robust risk assessment is effective in helping to ensure the safety of children around the home and when out in the community.

p.5

provision

The childminder has implemented effective observations and assessments to record and monitor children's progress. The childminder is aware of the support services at the local children's centre and seeks support and information which enables her to support children's developing skills. 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 such children are meet appropriately. The childminder has addressed the recommendations from the previous inspection. This has enabled her to plan more effectively to promote children's overall progress. She has strategies in place to monitor children's safety and to evaluation her practice and the service she provides. This process to helps the childminder to identify areas of practice that work well and to identify future training needs to ensure continued

p.5

provision

The childminder has established very good relationships with parents. Parent's views were taken from a reference provided directly to the inspector. Parents are very pleased with the progress their children have made and really value the activities and learning opportunities the childminder provides for children. The childminder uses a secure online social network to share photographs, observations and comments. Children's learning journals are also shared on a regular basis so parents are kept informed about the activities and events their children have enjoyed. Parents views are sought by the childminder through regular discussions, this enables the childminder in improving the service to families and to consistently extend and promote learning opportunities for children of all ages.

p.5

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

p.5

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

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY430858 Local authority Hertfordshire Inspection number 870400 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

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

p.9