Childminder in Hertfordshire

Inspection date

Previous inspection date 06/11/2014 09/12/2009

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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 supports children's curiosity and interests through her effective planning. Consequently, through their exploration and the childminder's effective teaching, children make good progress in their learning.  Children are happy and settled because of the caring and trusting relationship they share with the childminder. This secure base enables children to develop good relationships with their peers.  Children thrive in their health and physical development because the childminder promotes physical activities and provides healthy food.  The childminder demonstrates a good knowledge and understanding of all safeguarding procedures. This enables her to promote children's well-being effectively.

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It is not yet outstanding because

 The children do not always have free access to the good range of toys and resources available, such as puzzles and games.  The childminder does not always maximise training opportunities to update her good knowledge and practice to promote the highest level of teaching and learning.

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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 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 the childminder and household members, and a range of other documentation, including the safeguarding procedure.

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Inspection activities

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

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Inspection activities

 The inspector observed the childminder engaging in activities with the children and discussed with her the learning that was taking place.

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Information about the setting

The childminder was registered in 1992 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children, in a house, in St Albans. The whole of the ground floor and the rear garden are used for childminding. She visits the shops and local parks on a regular basis. She takes children to and collects children from the local schools and nurseries. There are currently eight children on roll; three are in the early years age group and attend for a variety of sessions. She operates all year round on Tuesday, Wednesday and Thursday from 7.30am to 6pm, except for bank holidays and family holidays. The childminder is a member of 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:

 make the good range of available resources more accessible to the children, for example, by enabling them to have access to the variety of puzzles and games

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

 strengthen the already good knowledge of early years practice, for example, by identifying further training opportunities to promote even higher standards of teaching and learning.

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who attend

Children have access to a variety of toys and resources that cover all seven areas of learning. The childminder ensures the resources and activities on offer reflect the development and interests of all the children that attend. Most of the toys and resources are stored at child height, which allows them to have easy access to the resources they want to use and therefore, promotes their independence. However, some resources to offer children challenge, such as puzzles and board games, are stored on a high shelf in a cupboard. This limits the older children's choice and independent learning. The childminder supports young children as they play by playing alongside and engaging in conversation with them. For example, as children play with toy trains she provides extra resources, such as pretend trees and animals. This supports children's imaginative learning and language skills, as they make up stories about animals getting stuck on the

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who attend

train tracks. They concentrate well and engage in the activity for prolonged periods of time.

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who attend

Teaching and learning is good because the childminder knows the children well and understands how they learn. The children show a good understanding of mathematics as they use number and counting in their play. For example, the childminder uses a clock to enable children to understand time and events in the day. Children show a good recognition of number as they move the clock hand to number three, as they know this is when they go out to school. The childminder extends children's literacy development by drawing their attention to print in the environment and by sounding out letters in their names. Children enjoy experimenting with sound by using a keyboard, as they press buttons to mix sounds together they are effectively developing an understanding of technology. Consequently, the childminder is promoting children's readiness for school very well.

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who attend

The childminder regularly observes and assess the progress of individual children. She works closely with other early years settings children attend to share assessments and identify next steps in their learning. The childminder uses daily conversations with parents to update them of their child's development and to inform them of their day in her care or at school. These effective partnerships ensure continuity in children's learning and assure their good progress. The childminder does not currently care for any children aged two, however, she demonstrates an appropriate understanding of the progress check for children aged between two and three years.

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

Children are happy and enjoy their time with the childminder. She is a good role model, showing respect for the children and supporting them effectively. For example, as children play music on the keyboard the childminder dances and the children laugh as they make her stop by stopping the music playing. Consequently, children feel emotionally secure and become active learners. The childminder works well with parents to ensure she supports children's well-being to the utmost. Parents speak very highly of the care and support their children receive from the childminder. This consistent care and support enables children to feel part of the childminder's family, with many children staying with the childminder for a number of years. This continuity of care has a very positive impact on their well-being.

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

The childminder actively uses the outside areas and local parks to enhance the children's enjoyment of the natural environment. Although her garden is currently not in use because of building work, the children still have daily access to the outdoors from outings in the local community. They use local parks for physical play, such as climbing and ball games and they enjoy walks to explore the natural environment. These outings develop children's understanding of the world, as well as enhancing their health and well-being. Healthy snacks and the freely available drinking water the childminder provides promotes children's health further. Children show high levels of independence as they use the bathroom, wash their hands and manage their packed lunches. Therefore, they are effectively developing skills they need for later life, such as at school.

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

The childminder has a good understanding of all the children's development and interests. This enables her to support individual children and effectively promote their development for the move to the next stage of learning. The childminder gives high priority to children's school readiness and supports children through the transition period. She develops good relationships with the local schools and gains knowledge on the school's expectations. Consequently, the childminder's introduction of appropriate activities enables children to be fully prepared for the move to school.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements policies and procedures, which underpin the safe and efficient operation of her service and help to ensure the well-being of children. The childminder shares these with parents so that they understand her responsibilities. She has a clear understanding of safeguarding issues and is aware of the procedures to follow if she has any concerns about a child. The childminder has a current paediatric first-aid qualification so she is able to give suitable treatment in a medical emergency. The childminder's use of thorough risk assessments and her good understanding of safety, including the use of information technology, help to ensure that children are safe and secure.

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provision

The childminder demonstrates a commitment to maintain the already good standards of care and education she provides for the children. She has undertaken some training to refresh her knowledge as part of her continuous development. For example, she has attended the required first-aid course and this has led to an increased knowledge of how to respond to accidents and emergencies. However, opportunities to complete further training to ensure that she is constantly improving her good knowledge, understanding and practice are not always routinely sourced, to promote even higher standards of teaching and learning. She completes observations effectively and monitors her assessments of children. As a result, she identifies gaps in learning and ensures she effectively narrows them.

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provision

The childminder has good relationships with parents and they share information to support children's well-being on a regular basis. The childminder seeks the views of parents through written documents and daily conversations and uses this information to reflect on her practice. The childminder's partnerships with other providers of the Early Years Foundation Stage are good as she liaises effectively with them. For example, the childminder shares information with staff at other settings, attended by children in her care. As a result, partnership working is effective and children benefit from a consistent approach to their learning and development. 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 she meets the needs of all children appropriately.

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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 123480 Local authority Hertfordshire Inspection number 874754 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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