Childminder in Hertfordshire

Inspection date

Previous inspection date 13/11/2014 19/01/2011

p.1

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

p.1

This provision is good

 The childminder has a clear understanding of how children learn and how to support their learning. She uses effective teaching skills and dedicates her time to meeting children's needs. As a result, children 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 families' needs.

p.1

It is not yet outstanding because

 The childminder does not consistently use visual aids, or key words in children's home languages. Consequently, their communication and language skills are not fully enhanced.  The childminder has not fully explored opportunities for younger children to be able to develop their sensory learning as, for example, they do not have access to a range of natural materials to investigate.

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 spoke with the childminder, her co-childminder and engaged in the children's play at appropriate times throughout the inspection.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at children's assessment records and a selection of policies including the safeguarding policy.  The inspector carried out a joint observation with the childminder.

p.2

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 works with another registered childminder. She lives with her husband and two children in Bushey, Hertfordshire. The whole of the ground floor, a bedroom, and the bathroom on the first floor are used for childminding. There is an enclosed rear garden for outdoor play. The childminder attends age-appropriate groups with children. She takes children to and collects children from the local schools and pre-schools. The childminder supports children who speak English as an additional language. 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 Monday to Friday, term time only, from 7.30am to 6pm. The childminder is a member of a local childminding network group.

p.3

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

 expand on opportunities for younger children to express themselves by, for example, seeking and using familiar key words from home, and photographs and pictures, to introduce new words and encourage further responses from children

p.3

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

 build further on younger children's learning by providing opportunities for them to investigate and explore natural materials, so that they have even more rich, varied and imaginative experiences.

p.3

who attend

Children are making good progress in their learning and development. The childminder knows the children well. She carries out regular observations and assessments so that their ongoing progress is monitored. The childminder shares this information with her co- childminder so that she is also aware about the next steps in children's learning. The childminder and her co-childminder provide experiences that are purposeful and developmentally appropriate. As a result, children are motivated and interested, and they make good progress in their learning and development. The childminder shares information with parents about their children's learning and development on a daily basis. In addition, she sends home their learning journals so that parents can contribute to their child's records. Discussions regularly take place about children's prior learning at home and the childminder ensures that this is included in her planning. Consequently, parents

p.3

who attend

are involved in their child's learning. The childminder also carries out the progress check for children between the ages of two and three years to plan for the next steps in their learning. The childminder shares this with children's parents so that there are aware of their children's progression.

p.3

who attend

The childminder encourages children to self-select and places a strong emphasis on following the child's lead during play. This means that children develop good levels of independence and are eager to learn. Older children enjoy extending their mathematical skills as they join in with a popular interactive fishing game. Good quality interactions from the childminder help children to count and use simple addition during the activity. They discuss how many fish they each have and early concepts of mathematical language and comparison are introduced. As a result, children learn how to effectively use numbers within their games. Younger children enjoy exploring interactive resources. The childminder sits alongside them providing support and guidance as necessary. She is a good role model as she demonstrates how to complete tasks and provides a running commentary. As a result, children are eager to have a go themselves and attempt to copy

p.4

who attend

some words. This supports children's early language development. However, she is not consistently using key words from children's home languages, or pictures that children are interested, in to further support their emerging communication skills.

p.4

who attend

The childminder introduces some aspects of sensory play to children, such as art and craft. The regular visits to age-appropriate groups also supports this as children join in with a variety of planned activities. This promotes children's self-esteem and children's hand-to-eye coordination skills. However, she has not considered extending their learning further by providing more planned opportunities for younger children to explore a wider range of natural materials. The children's understanding about the wider world is promoted through walks and outings within the local environment. They particularly enjoy trips to feed the ducks, when discussions about wildlife take place. In addition, children celebrate specific occasions that are special to them. They visit nearby shops and garden centre to purchase items in order to make gifts of their choice. The varied range of craft activities provides children with many opportunities to express themselves. These also

p.4

who attend

support the development of their imagination and their physical abilities to handle tools. Children's all-round learning and development is promoted well in readiness for school when the time comes.

p.4

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

Children enjoy warm relationships with the childminder and her co-childminder. They are attentive to each child's needs. This means that children form secure attachments with them. The childminder obtains information about each child's routines, interests, likes, dislikes and dietary needs, prior to children attending. Children are able to sleep or rest according to their needs. The childminder ensures that she checks them regularly so that they remain comfortable and settled. The childminder has an effective settling-in process. Children and their parents are able to visit on several occasions before they formally start with her. This means that children are helped to settle easily into the childminder's home. The childminder ensures that favourite items are set out for children prior to their arrival. As a result, children quickly settle to play.

p.4

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

The childminder adopts a consistent approach to children's behaviour with her co- childminder. Children are praised for their achievements throughout their play and routines. The childminder works with families to help resolve any behaviour issues so that there is continuity of care. The childminder has clear boundaries in place so that children know what is expected of them. The childminder believes in listening to children, and discussing with them the reasons why particular behaviours are not acceptable. As a result, children learn to treat each other with respect. Younger children are helped to learn right from wrong through calm interactions and consistent messages. The childminder takes children to age-appropriate groups. As a result, they develop relationships and learn how to mix with other children they are not so familiar with. This develops their social skills and assists their ability to have confidence when they start attending nursery or

p.4

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

school. The childminder continually reviews her resources so that they are attractive and easily available to children. They are stored in attractive containers, which are labelled with pictures and print. This enables children to see what is available to them so that they can make free choices in their play.

p.5

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

Children are developing a good understanding of health and safety. For example, they are encouraged to use the bathroom independently and older children know why they need to wash their hands. The childminder is mindful of ensuring that children have a healthy diet. She works with parents regarding specific dietary needs. Children thoroughly enjoy the home-made fruit and vegetable drinks, which are freshly made for them. This contributes to children learning about leading a healthy lifestyle. Meals provided are healthy and nutritious and the childminder uses fresh ingredients when she is cooking. Children sit at the family table to eat their meals and good manners are encouraged. Their understanding of safety is promoted during the routine of the day. For example, they are sensitively reminded about sitting safely on their chairs. Children are able to take supervised risks in their play, when they jump on the enclosed trampoline. This supports

p.5

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

their physical development. In addition, they are reminded about always checking that the zip of the safety net is closed and understand the reasons why this is important. This further contributes to their awareness of keeping themselves and others safe.

p.5

provision

The childminder understands her role and responsibilities to meet the requirements of the Early Years Foundation Stage. She works very well with her co-childminder so that children are safeguarded. She attends relevant training and has a good understanding of the signs that may give rise to a safeguarding concern. She fully understands the importance of her role in protecting children and of the importance of keeping clear records of any concerns she may have. She also understands that quickly accessing help and advice protects children from harm. The childminder ensures that all areas used by children are suitable for them. She undertakes risk assessments for the home, and outings, and a daily checklist is used effectively to ensure that her home is safe before children arrive. The childminder is aware of the supervision requirements of younger children, both indoors and when on outings.

p.5

provision

The childminder has a positive attitude to consistently developing her knowledge to benefit children's learning and welfare. For example, she is an avid reader of related topics, such as how different children learn. She shares information with her co- childminder and they reflect on their educational programmes for children. The childminder monitors her provision and sets realistic targets. She includes parents and children's views through regular discussions. In addition, the childminder updates her knowledge through sharing good practice with her co-childminder and other childminders.

p.5

provision

The childminder has a close relationship with parents. She offers a friendly and flexible service to suit individual needs. The childminder's policies and procedures are available for them to see so that they have an understanding of her practice. Her co-childminder has her own set of policies and procedures. Together they ensure that these meet requirements and are implemented throughout children's care and learning. Parents are well informed about the service provided when their children first start and through ongoing discussions. Consequently, there is a continuity of care and learning between the childminder and children's parents. The childminder continually works on developing the links with other providers where children attend. As a result, they share information about children's welfare and learning. She understands the importance of forming links with other professionals to ensure a coordinated service for any children she cares for in the

p.6

provision

future with special educational needs and/or disabilities. This ensures that no child is disadvantaged and all children have their needs met appropriately.

p.6

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.6

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.7

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.7

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.8

Setting details

Unique reference number EY259617 Local authority Hertfordshire Inspection number 872669 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10