Girvan Patricia Margaret

Inspection date

Previous inspection date 11/11/2014 08/10/2009

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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 uses her experience to teach children and to support their welfare. She provides individual attention to each child, so that they make good progress in their learning and development.  The childminder takes positive steps to help children feel secure and settled. There is a relaxed, friendly atmosphere and children are treated as part of the family.  Children are effectively safeguarded because the childminder has a secure knowledge and understanding of appropriate safeguarding procedures. She understands the procedures to follow if she has any concerns about the children in her care. This results in children being protected from potential harm.  The childminder develops a close partnership with parents, so that she gets to know the children in her care well. She offers a flexible service to suit individual family's needs.

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It is not yet outstanding because

 The childminder occasionally misses opportunities to extend children's thoughts and ideas. For example, by using an even wider range of teaching strategies, such as open- ended questions.  Some aspects of partnership working with other providers, who share the care of the children, are not fully robust. This is because the childminder has yet to find ways of building effective communication links with them when she does not drop children off or collect them.

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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 spoke with the childminder and children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and of the suitability of all those living on the premises.

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Inspection activities

 The inspector looked at children's assessment records and a selection of policies, including the safeguarding policy and children's records.

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Information about the setting

The childminder was registered in 1996 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, an adult child and two younger children, in Watford. The family has a tortoise as a pet. The whole of the ground floor and an enclosed rear garden are used for childminding. The childminder attends age-appropriate groups with children. The childminder takes children to and collects them from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of a local childminding group.

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

 encourage children to extend their thoughts and ideas, such as by asking even more open-ended questions

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

 expand relationships with other early years providers, who share the care of minded children, to include those where the childminder does not drop children off at or collect them from the provision.

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who attend

Children make good progress in their learning and development. The childminder has a secure knowledge of the Early Years Foundation Stage. She uses her experience and knowledge to observe, teach and plan for children's learning needs. Since the last inspection, the childminder has developed her observation and assessment systems. She uses these to identify children's individual learning needs and shares this with parents through discussions and informal home visits. The childminder and parents continually discuss ideas to help children's learning and development. As a result, parents are involved in their children's progress. In addition, she now gains clear information about children's starting points, interests and routines. To help children settle, the childminder ensures that resources they are interested in, are set out for them before they arrive. As a result, children quickly become engaged in learning through play. The childminder is

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who attend

aware of the need to carry out the progress check for children between the ages of two and three years to plan for the next steps in their learning. She understands the requirement to share this with parents when the time comes.

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who attend

Children demonstrate that they are active learners when they help themselves to favourite imaginative play resources. They enjoy dressing-up, pretending to be popular characters. Children show that they are developing good skills to aid their readiness for school. For example, the childminder supports children to learn about numbers, shapes and colours throughout their play. She effectively moves between each child, supporting their learning as she does so. For example, she introduces new words, such as 'layer and level' during the construction of building a castle. In addition, a running commentary helps younger children to develop their language and understanding. However, at times the childminder does not effectively help children to extend their thoughts and ideas during their play. For example, she does not always make best use of effective teaching strategies, such as using open-ended questions, to maximise their learning. Younger children concentrate for

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who attend

a long period of time when the childminder successfully engages them in discovering how to complete jigsaw puzzles. Good discussions take place about the objects seen and the sequence of numbers is introduced. This supports children's early numeracy skills and understanding.

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who attend

The childminder follows children's lead during their play. She ensures that resources to support their learning are available. For example, children sit at the table and enjoy using crayons for drawing and colouring. Younger children are effectively supported in this activity, so that they too can join in. This supports the development of muscles in children's hands. This is important for developing children's early handwriting skills. The childminder regularly meets with other registered childminders and their minded children. Together, they plan activities to support children's learning, such as craft activities and messy play. This promotes their self-esteem and their social and emotional development. The childminder extends children's knowledge about the wider world, for example, by enjoying walks in the local community. In addition, children enjoy growing items in the garden to feed the family tortoise. Good interactions from the childminder help children to

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who attend

learn about the wildlife and the habitat of different creatures. As a result, they learn about the world around them in a fun manner.

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

Children enjoy warm relationships with the childminder and show that they have secure attachments with her. For example, older children invite her to play alongside them and younger children voluntarily go to her for cuddles. The childminder ensures that comforters are easily available and children use them as and when necessary. They happily explore the environment and routinely become involved in tidying up before setting up a new activity. This means that they are learning to care for the environment. The childminder takes positive steps to ensure children continue to feel settled and secure. For example, she carries out home visits, so that children can become familiar with her in an environment where they feel comfortable. The childminder sends parents text messages throughout the day as their children settle. As a result, there is continuity of care between the childminder and the children's parents. This helps children to make a

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

smooth transfer from their home to the childminder's care.

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

Children are encouraged to behave well. The childminder gives children regular praise during play. This promotes children's self-esteem. The childminder's clear routines and boundaries ensure children learn what is expected of them. For example, they know to take their shoes off when they come indoors. Younger children are reminded to share their toys and are encouraged to play happily together. The childminder also explains to older children about the need to keep smaller parts of toys away from younger children. She explains that they might pick these up and choke. This promotes children's understanding of how to keep themselves and others safe. The childminder is mindful of children's emotional needs. For example, she takes new children to age-appropriate groups for short periods, so that they can become familiar with this routine. This activity is slowly increased until the child becomes happy to spend longer periods of time at the

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

toddler group. As a result, children develop confidence in larger groups of children in their own time. This contributes effectively to helping children to move forward to the next stage of their learning, such as starting school or nursery.

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

The childminder has addressed the recommendations related to children's hygiene, which was raised at the last inspection. She now takes care to ensure that children always wash their hands before eating meals, including snacks. Older children routinely see to their own personal needs. Children are learning about healthy eating. For example, younger children point to fruit and vegetables on posters. The childminder uses the opportunity to discuss these and how they are used during meals. Children enjoy fresh air when they play in the garden. The childminder also takes them to the local woodland areas where they learn to take safe risks in their play. Children also learn about keeping themselves safe when walking to and from school. The childminder regularly takes children to visit nearby play areas where they enjoy using the large play equipment. Climbing on the equipment, such as slides and running to and from the various items, means that

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

children's physical development is supported. This promotes children's confidence.

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provision

The childminder has a clear understanding of her role in protecting children in the event of any safeguarding concerns about them. She also has a good understanding of the signs that may cause her a safeguarding concern. The childminder updates her safeguarding knowledge regularly and knows the procedures to follow, so that help and advice are quickly sought. The childminder ensures that all adults living on the premises are checked for suitability using the Disclosure and Barring Service. This further contributes to ensuring children's welfare is protected. The childminder completes regular risk assessments for the premises, garden and outings. She is aware about ensuring children are supervised according to requirements at all times.

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provision

The childminder has successfully addressed the recommendations raised at the last inspection. For example, she has developed the partnership with other providers where children attend. In addition, she has researched teaching styles used by some provisions, so that she is familiar with different methods of learning. The childminder works in partnership with parents and some of the other settings that children attend, in order to ensure that important information about their learning and development is shared. However, this work has not been fully successful when the childminder does not drop children off or collect them. As a result, there is more to do to strengthen communication links with some partners. The childminder monitors her practice and the educational programmes for children. She includes parents and children in the process through observations and regular discussions, including out of hours home visits. The childminder

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provision

also updates her knowledge through sharing good practice with other childminders.

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provision

The childminder has a close relationship with parents. She has cared for siblings and some families remain in contact with the childminder once their children outgrow the service provided. The childminder provides a flexible service to parents and children, so that individual needs are met. Parents receive useful updates about what their child has been doing during the day, both verbally and through effectively using her mobile telephone. They state that their children are happy, making progress and are helped to feel secure and settled. The childminder provides advice for parents as and when necessary. She is aware of the importance of engaging with other professionals, so that appropriate guidance can be sought for children, who may need additional support.

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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 130043 Local authority Hertfordshire Inspection number 874858 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

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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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