Childminder in Hertfordshire

Inspection date

Previous inspection date 11/11/2014 10/03/2011

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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

 Children are very happy and settled with the friendly childminder. She offers a caring and nurturing environment for them. Consequently, their well-being is effectively promoted, as she builds secure attachments with them.  The childminder shows a strong commitment to continually developing her practice to improve outcomes for all children.  The childminder has a good understanding of how children learn. As a result, the educational programmes have breadth and depth and her teaching methods support children's good progress across the seven areas of learning.  The childminder has a good knowledge of safeguarding issues and the procedures to follow should she have any concerns about the welfare of a child in her care. This results in children being protected from potential harm.

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It is not yet outstanding because

 The initial information about children's learning, which the childminder obtains from parents, is not sufficiently detailed to fully support her identification of their precise learning needs.  The childminder does not maximise the partnership with other providers that children attend so that children's learning and development is effectively shared and used to support their learning 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 a range of indoor play activities, including children having their lunch, and spoke to the childminder and children at appropriate times.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, evidence of the suitability of adults who regularly visit the premises, a selection of policies, safety procedures and required documentation.  The inspector took account of the written and spoken views of parents.

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Inspection activities

 The inspector reviewed the childminder's self-evaluation form online prior to inspection.

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Information about the setting

The childminder was registered in 2003 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 Welwyn Garden City. The whole of the ground floor and a bedroom on the first floor are used for childminding. There is an enclosed rear garden for outdoor play. The childminder provides funded early education for three- and four-year- old children. She attends various activity groups and 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 six children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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

 extend the initial information obtained from parents to include further detail of children's development to plan more precisely for their continued progress from an early stage

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

 strengthen the partnership with other providers that children attend so that information about children's achievements and next steps in learning is shared, to support their continuity of learning and development.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Children make good progress in their learning and development because the childminder plans and provides a wide range of activities that stimulate and engage them at all times. This is because she has a detailed knowledge of children's development and understands how to support their next steps in learning. As a result, children are well prepared for their next stage in learning and eventual entry to school. She works closely with parents to obtain information about their child's individual needs, interests and stage of development when they first start attending. The childminder uses this information to plan activities and resources to aid their settling-in process and support their early progress in learning. However, some of the initial information obtained from parents does not include enough detail of children's

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who attend

development to enable the childminder to plan even more precise next steps in children's learning to maximise their early progress. The childminder completes detailed observations and conducts regular assessments of children's achievements, which she records in their attractively presented learning journals. These are precise and relevant and clearly identify children's next steps in learning.

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who attend

The childminder uses opportunities effectively, as they arise, to challenge and develop children's knowledge and skills. For example, she introduces babies to the early stages of reading as they express a keen interest in the comprehensive range of age-appropriate books available. Babies are engrossed in her story-telling, as she clearly points out the different animals in the story and makes the noises of each. She encourages their sensory exploration as she demonstrates that they can touch the pages to feel the different textures of the animals. As a result, babies begin to develop an increased understanding of the world. Children are active learners because they persist at an activity and enjoy meeting their own challenges. For example, they develop good coordination and strength in their hands as they post pieces of dried pasta into plastic bottles to create musical shakers. The childminder is skilful in using open-ended questions to challenge children's

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who attend

critical thinking. For instance, she teaches children mathematical concepts, such as measure. She asks them to compare the different levels of pasta in each bottle and predict how many more pieces are needed to make them the same level. Children develop good relationships with the childminder and the other children she cares for. They demonstrate that they are very comfortable, as they smile and laugh with delight as they shake their pasta shakers together, along to the music. Educational posters and interactive displays within the indoor environment provide a stimulating backdrop for learning.

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who attend

The childminder provides children with a wealth of experiences and stimulating activities outside her home. For example, they visit soft-play centres and farms. These help enhance children's understanding of the world and develop their physical and personal, social and emotional skills. Consequently, they become physically active, learn to play with others and are experiencing new environments and people. The childminder has built trusting relationships with parents. She makes time to discuss the children's day with their parents and regularly shares information about children's learning effectively following regular assessments. This includes a short written review of their children's progress, following completion of the progress check for children between the ages of two and three years. Parents welcome the ideas that she provides to extend and support their children's learning at home. They share their children's achievements and interests from home, as

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who attend

the childminder encourages them to contribute to their children's learning journals and comment in their daily diaries. As a result, children benefit from a consistent approach to their learning and development.

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

Children are warmly welcomed into this nurturing and caring home. They are made to feel part of the childminder's family, as their art work is attractively displayed. New children settle very well and the childminder gives both the parents and children time to become familiar with their new surroundings. The childminder is knowledgeable about the importance of developing secure attachments and supporting children's smooth transitions from home. She recognises the uniqueness of individual children, as she talks to parents about children's routines to ensure she understands how to meet them. Children show through their play and interactions with the childminder that they feel secure. Babies snuggle with the childminder as they wake from their sleep and enjoy learning and playing together during dedicated one-to-one and group time. The childminder provides consistent praise for children's efforts and achievements, however small. This helps children to feel

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

special and valued and promotes their personal, social and emotional development.

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

The childminder provides a wide range of good quality toys and activities, suitable for different age ranges, within easy reach. Children are able to access these independently or select others from the childminder's photograph album of toys. Children behave very well because the childminder is an effective role model. She provides clear guidance to the children about expected behaviour. House rules, and consistent reminders for children to use good manners, further reinforce their positive behaviour and respect for each other. Being aware of the boundaries and expectations adds to the children's sense of well- being. The childminder provides children with daily opportunities for fresh air and exercise in her garden or at the local park. This enables them to build up their larger muscles as they run freely and use equipment, such as a slide and balancing apparatus.

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

Children receive a good range of healthy nutritious meals and snacks, which the childminder provides. Children grow their own fruit and vegetables in containers in the childminder's garden. This helps them to understand where food comes from and that it is good to eat. Children follow good hygiene practices, for example, they wash their hands after using the bathroom, playing outside and before eating. The childminder is particularly effective in supporting children to develop good self-care and independence. For example, she encourages them to manage their clothing and they help prepare their own snacks and lunch. These skills contribute to children's readiness for the next stage in their learning, such as starting nursery or school. Children demonstrate they are developing skills to keep themselves safe and take responsibility for their environment, as they help to tidy toys away when they have finished playing. Older children learn to assess

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

risks for themselves as they walk to and from school with the childminder. She enables them to walk ahead a little and children know that they must remain on the path and wait at designated places.

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provision

The childminder fully understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She also demonstrates a secure understanding of the local safeguarding procedures and takes positive steps to safeguard children's welfare. She has attended specific training to enable her to feel confident in her role. This has had a positive impact on practice because she knows how to record and make a referral to the relevant agencies if required. A comprehensive range of written policies and procedures are in place to support her practice. She shares and agrees these with parents, which means that they are well informed about the childminder's responsibilities. The childminder promotes children's safety well and risk assesses her home and any outings. She is vigilant in ensuring hazards are quickly identified and addressed, enabling children to play safely and freely.

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provision

The childminder uses an effective system to consistently track children's progress, which enables her to promptly identify any potential gaps in their learning and monitor their progress. She places a high priority on planning specific activities that focus on closing any identified gaps in learning. The childminder is enthusiastic and professional. She attends regular training and keeps up-to-date with early years issues by looking at information for childminders online and by discussing practice with an established network of other childminders. As a result of her further training, the childminder now has a greater understanding of techniques to extend children's speech and language skills. The childminder continually reflects on her practice and evaluates it through her self-evaluation form. This means that she effectively identifies her strengths and areas to develop, to ensure that children continue to make good progress. The childminder has successfully

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provision

addressed the recommendations raised at her last inspection. For example, she has made significant improvements in using her observations of children to precisely inform future planning. Both parents' and children's views are valued and respected as part of the childminder's self-evaluation process.

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provision

The childminder establishes good partnerships with parents. She provides them with a detailed welcome pack when their children first attend. This contains valuable information that enables parents to understand how the childminder operates. Parents feel well informed about their children's care and progress and are full of praise for the care the childminder provides. They appreciate her flexibility, calm and patient manner. The childminder is aware of the need to form positive working relationships with other provisions that children attend. For instance, she exchanges information in relation to children's achievements and welfare with them. However, these partnerships are not robust enough to ensure that the childminder can fully enhance and support children's next steps in learning that takes place in other settings. The childminder values partnership working with specialist professionals and recognises the positive impact this

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provision

can have on children's welfare and learning, should the need arise.

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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 EY270729 Local authority Hertfordshire Inspection number 872744 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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