Childminder in Hertfordshire

Inspection date

Previous inspection date 11/11/2014 10/07/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 effective and children make good progress given their starting points and capabilities. The childminder completes regular observations and incorporates children's next steps into future planning. As a result, children enjoy a wide range of challenging and enjoyable opportunities.  Children are happy, settled and are developing strong bonds with the childminder and their peers. Consequently, the childminder is effectively promoting their personal, social and emotional development.  The childminder demonstrates a good understanding of safeguarding children and she is aware of the process to follow in the event of a child protection concern arising. Therefore, the childminder is promoting children's welfare.  Partnerships with parents, carers and others are good. The childminder promotes information sharing to ensure that she is supporting children effectively. Consequently, children benefit from a consistent approach to their learning and development.

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It is not yet outstanding because

 The childminder occasionally misses some opportunities to develop children's already good understanding of risks, to include personal safety, within the home.  Opportunities for children to develop their understanding of technology is not maximised through planned activities.

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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 looked at children's assessment records, planning documentation and evidence of the suitability of household members. She also looked at a range of other documentation, including the safeguarding procedures and risk assessments.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and learning journals.

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Inspection activities

 The inspector observed activities in the childminder's house. She talked with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector discussed the childminder's self-evaluation and her action plan for continuous improvement.

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Information about the setting

The childminder was registered in 2003 and is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children, in Hitchin. The whole of the ground floor, the first floor bathroom and two first floor bedrooms are used for childminding. There is an enclosed garden for outside play. The childminder collects children from the local schools and pre- schools. There are currently 10 children on roll, six of whom are in the early years age range. All children attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, 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:

 enhance opportunities to further develop children's understanding of personal safety even more, for example; by using daily experiences in the home, to explain risks and hazards

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

 expand opportunities for children to further develop their understanding of the world, for example; by providing mechanical toys and equipment for children to learn how they work.

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who attend

Children are making good progress in their learning and development. The childminder demonstrates an effective understanding of the Early Years Foundation Stage. She has a clear understanding of the importance of finding out about children's starting points and she completes regular observations of children as they play. The childminder then uses this information along with approved guidance, to see where children are in their learning and development. She identifies children's next steps in learning and effectively links these into planned activities. For example, although all children enjoy creating and building the track for the trains together, the childminder ensures that she is suitably incorporating each individual next step in learning. As a result, children make good progress in their learning. The childminder effectively challenges them. For example, she encourages them to solve a locking puzzle, which has a range of different bolts, latches and ways to fasten.

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who attend

Children clearly demonstrate their critical thinking and problem solving skills with this puzzle. However, the childminder is not maximising opportunities for children to understand how things work. As a result, their understanding of technology is not fully enhanced. The childminder promotes children's good speech and language skills, because she continually introduces and explains new words to them. She constantly talks to the children, asks questions, which encourages them to use their voices and she listens to them. As a result, the childminder is supporting their in reaching expected levels of development in communication.

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who attend

The childminder regularly promotes children's personal, social and emotional development through effective praise and encouragement. For example, young children demonstrate acts of kindness, such as, spontaneously passing their peers a drink. The childminder tells children through smiles and kind words how thoughtful they are. Children smile and this supports their self-confidence well. Teaching is good because the childminder uses spontaneous opportunities to develop children's learning. For example, she encourages their counting skills on the many journeys back and forth to the bathroom. Additionally, as children fit the trains together the childminder encourages them to count the carriages. As a result, the childminder increases opportunities for children to develop their mathematical skills. The childminder promotes their independence, in readiness for school. For example, they are encouraged with tasks, such as, putting on and taking off their shoes and coats

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who attend

as they prepare for outside play. In addition, the childminder supports all children to register their attendance independently, as they arrive. Older children are encouraged to write their names, while younger children find their named picture.

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who attend

Children's physical development is good. They have daily opportunities to explore outside activities and clearly enjoy the trampoline. They laugh excitedly as they run, jump and bounce on the trampoline and as the childminder extends their fun by adding balls the children giggle excitedly. They noticeably enjoy the interaction with the childminder and engage well as she pretends to catch them as they run past her. Consequently, they have good opportunities to be active and are developing their coordination well. The childminder has a good relationship with parents. Communication is a priority and she encourages this thoroughly though daily diaries and verbal discussions. Before children start at the childminder's, she works with parents to establish where their starting points are. Together they look at developmental guidance and the childminder asks where parents feel their children are in their learning. This fully supports her knowledge and

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who attend

understanding of where children are and enables her to plan effectively for their individual needs. Older children are able to choose from a wide range of resources, stored appropriately for them to independently access. As a result, the childminder promotes all children's learning.

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

The childminder supports children's emotional well-being and offers a warm and welcoming environment. Children are making strong bonds with the childminder and their peers and they demonstrate close attachments. For example, they enjoy cuddles as they show signs of tiredness and show their trust as she holds out her hand to support them. The childminder encourages children's interests and they make choices about their play, self-selecting from a range of resources. The childminder listens to their ideas and extends this as, for example, children enjoy music time. The childminder gives each child the opportunity to choose a song for them all to sing. She encourages them to join in with the actions and supports them well as they create a range of different sounds with the instruments. Children's independence is strongly encouraged, as the childminder supports them in trying things for themselves before helping them. For example, children blow their

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

own noses and the childminder praises them effectively, for doing so.

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

In her role as key person the childminder makes sure that, she supports and encourages every child's individual needs. She demonstrates a thorough knowledge and understanding of each child and shares this knowledge well with parents. Additionally, she shares a range of written documentation, to further support children's development. As a result, she meets children's care needs well and they are happy and settled. The childminder teaches children about appropriate ways in which to behave and this is evident in their behaviour. They are kind to each other, share resources and use their manners well, without prompt. Children's behaviour is further encouraged by the childminder's effective role modelling. For example, she speaks softly and calmly to children and ensures that everyone has an opportunity to speak. As a result, children are aware of the boundaries, and of behavioural expectations. The childminder promotes opportunities for children to enjoy a smooth

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

transition to school. She regularly talks to them about going to 'big school' and uses books and posters to further support their understanding.

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

The childminder promotes good opportunities for children to lead healthy lifestyles and they eat a wide range of healthy foods, which are balanced and nutritious. They make choices about the foods they eat and the childminder promotes their independence further. For example, children cut up their food for snack. This promotes their independence further. The childminder promotes strong opportunities for them to access fresh air and exercise and this impacts positively on their physical development. While on outings, the childminder teaches children about personal risks and hazards, during discussions about crossing roads. However, when inside the home the childminder does not use opportunities during daily routines to maximise their understanding of personal safety. For example, as children are cutting fruit or using the stairs the childminder does not talk about the possible hazards, so that children learn how to use these safely.

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provision

Following the childminder's last inspection, Ofsted issued a welfare requirements notice, a number of actions to improve and they conducted a subsequent monitoring visit. The childminder has made significant progress in addressing the actions raised. Arrangements for safeguarding are effective. She has reviewed and updated her risk assessments to ensure that children's safety is a priority. She promotes children's safety further by ensuring that she keeps main doors locked, when children are present, and all hazards are out of their reach. The childminder has conducted a review of her safeguarding procedures and with adjustments made, she ensures that children are always in sight or hearing. She demonstrates a clear understanding of the child protection procedures to follow, if she has concerns about a child in her care. Additionally, all required suitability checks are completed. The childminder has a robust system of registering children's hours

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provision

of attendance and through additional reviews she ensures that all required documentation is filed correctly and therefore, on site and available. Through effective evaluation, the childminder is improving the quality of teaching to ensure that she is providing children with good levels of challenge. She incorporates their ideas into activities, on a daily basis and successfully extends their learning through open-ended questioning. The childminder uses all feedback to review her setting and through evaluation, she is able to support and promote continuous improvement.

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provision

The childminder regularly looks at the children's learning journeys and shares these with parents to discuss their development and therefore, evaluate the progress they make. She listens to the voices of the children on a regular basis and asks parents to complete regular questionnaires. She consistently shares information with parents, who demonstrate strongly, through written comments, how happy they are with the care, attention and love their children receive. The childminder uses all information gained from training to improve her practice. For example, she has recently attended a communication and language course for young children. This has made her look at how she encourages children's speech and identify further activities to promote this area of learning. Through effective monitoring, of children's learning, the childminder is able to identify and narrow any gaps identified in their progress. As a result, early intervention and advice for further

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provision

Partnerships with parents and carers are good. The childminder works closely with parents to promote an effective approach towards children's learning and development. For example, they regularly share information in daily diaries, about the children's day. Additionally, at the end of each term the childminder asks parents to look at their child's learning journey and share their comments about the progress their children are making. Partnerships with other providers delivering the Early Years Foundation Stage are good and the childminder continues to build these as younger children begin school or pre- school. Consequently, children benefit from this consistent approach to their learning.

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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 EY252519 Local authority Hertfordshire Inspection number 993365 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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