Collins, Caroline

Inspection date

Previous inspection date 13/11/2014 13/05/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder promotes children's communication and language skills well. She observes and plans for children's learning carefully. Consequently, children make good progress from their starting points.  Children behave well. The childminder sensitively supports them to understand appropriate ways to behave in a way that they can understand for their age.  Partnership with parents and other professionals is strong. There is constant communication about how to meet children's needs

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It is not yet good because

 Not all members of the household who are required to undergo a Disclosure and Barring Services check are fully vetted. This compromises children's well-being.  The childminder does not always give children sufficient time to answer the thought- provoking questions during play. As a result, on occasion children's critical thinking skills are not fully promoted.

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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 activities in the childminder's home and garden.

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Inspection activities

 The inspector sampled a selection of documentation including policies, evidence of suitability, qualifications, procedures and information provided by the provision.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector reviewed a selection of children's observation and assessment development files with the childminder.

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Information about the setting

The childminder was registered in 1994 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 Stevenage. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog and snails as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She takes children to and collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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must:

 ensure that a Disclosure and Barring check for all adults living on the premises who are aged over 16 years is completed.

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

 allow sufficient time for children to organise their thoughts and express their views when being asked open-ended questions during play.

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who attend

The childminder has a good understanding of how children learn and how to promote their learning and development. Good quality observations are taken that she uses to identify appropriately challenging next steps in learning for each child. The childminder plans a balance of adult-led and child-initiated activities to support these next steps. As a result, children make good progress from their starting points and gain the necessary skills to be ready for the next stage of their learning and school. Children use their imaginations with a variety of resources that support their early pretend play. For example, children put bowls in a box that they are pretending is microwave. They open and close the door, press the buttons and make the beeping noises. Children press buttons on toy telephones and take turns saying 'hello' to each other and the childminder. These opportunities for pretend play support their explorations of real life situations and develop their

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who attend

imaginations and social skills. Children are learning cause and effect as they press buttons on a musical toy. They move their whole bodies to the music rhythmically. This develops young children's awareness of what their bodies can do. The childminder is particularly adept in supporting young children's communication and language skills. She sits with them on the floor and talks clearly to the children, gaining their attention, so that they develop good listening skills. She extends and consolidates children's vocabulary repeating words they have said and saying new words which they eagerly repeat. For example, while looking at books, young children point to pictures of animals and imitate the sounds. The childminder builds on this learning by saying the name of the animal which the children then repeat. Consequently, young children make particularly good progress in their communication and language skills. The childminder

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who attend

listens carefully to what children say and responds to their simple questions. She asks them a range of appropriate questions to stimulate their thinking. However, the childminder does not always give children enough time to process the question and organise their thoughts before asking another question. This means that children's thinking skills are not consistently promoted.

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who attend

Partnership with parents is strong. The childminder gathers information from parents when children begin attending. This is used to plan for children's interests effectively. The childminder regularly encourages parents to contribute to the children's learning at home by suggesting activities, such as, collecting leaves while out walking. The childminder exchanges information with other schools and pre-schools that children attend. For example, she has a copy of the songs of the week and sings these regularly with the children. As a result, all the adults in the children's lives work together to successfully complement and extend children's learning.

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

The children form strong attachments with the childminder through a flexible settling in process and because the childminder has well established relationships with parents. However, not all members of the household are fully vetted, which compromises children's well-being. Children readily seek out the childminder when they are distressed and she offers them a cuddle which comforts them quickly. A daily diary records children's routine activities keeping parents up-to-date with what children have been doing while in the childminder's care. The childminder's home is welcoming and safe. Resources are age appropriate and cover all areas of learning to offer a variety of opportunities for children to choose from.

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

Children behave well. The childminder sensitively supports young children's challenging behaviour in a way that they can easily understand and respond to positively. As a result, they learn how to behave appropriately. Furthermore, she values children's efforts with praise and displays their artwork in the hall. This builds children's confidence and self- esteem. She reminds children to take toys out of their mouth. Consequently, children are gaining a basic awareness of personal safety from an early age. The childminder encourages children to feed themselves and to manage their own clothing. They assert their preferences during play giving them the experience to make their own choices. Therefore, the childminder supports children appropriately to develop the confidence, independence and skills they need as they move onto the next stage in their learning at nursery or school. The childminder promotes healthy lifestyles sufficiently. Cross-infection is prevented,

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

because the childminder disinfects the nappy change mat after each use, and she encourages children to wash their hands after changing their nappy and before eating. A range of equipment is available for children to use their large muscles, such as, trikes and a trampoline. The children experience outdoor play daily which helps them to develop an awareness of the importance of fresh air and exercise. The childminder provides a range of healthy, nutritional meals. Children also enjoy fruit for snack. Consequently, children are gaining a suitable awareness of what contributes to healthy lifestyle.

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provision

The childminder has not ensured that all members of the household over the age of 16 years have completed a Disclosure and Barring Service check when requested to do so by Ofsted. This is due to a failure to provide the required identity documents for checks to take place. This is a breach of the safeguarding and welfare requirements of the Early Years Foundation Stage. It is also a breach of the requirements of the Childcare Register. As a result, children are not fully safeguarded. The childminder has a secure understanding about what may be a cause for concern about a child's well-being. She has clear safeguarding procedures and a list of phone numbers of the appropriate agencies to contact in order to keep children safe should the need arise. Children are kept safe because the childminder carries out daily checks indoors and outdoors. Risk assessments cover outings as well as specific hazards, such as the trampoline. The childminder has

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provision

good knowledge of how to respond to an emergency and what first aid treatment to administer. This promotes children's safety.

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provision

Since the last inspection, the childminder has refreshed her safeguarding knowledge through recent training. She is proactive in seeking to attend courses and keeps mandatory training in date. The childminder reflects on her strengths and weaknesses appropriately in order to improve her practice. Parents give verbal suggestions that feed into what she plans to do with the children.

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provision

The childminder forms good relationships with parents. There is an effective two-way flow of communication that supports children's learning and development. The childminder carefully monitors all children's learning to ensure any gaps are identified. The childminder is not currently caring for any children with special educational needs and/or disabilities. However, she is fully aware of the importance of working with other professionals where necessary. The childminder works with teachers, when children attend school, to ensure consistency of approach in learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that any person having unsupervised contact with children is suitable to be in regular contact with children and an enhanced Disclosure and Barring Service check has been obtained through Ofsted in respect of that person (compulsory part of the Childcare Register)  ensure that any person having unsupervised contact with children is suitable to be in regular contact with children and an enhanced Disclosure and Barring Service check has been obtained through Ofsted in respect of that person (voluntary part of the Childcare Register).

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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 149177 Local authority Hertfordshire Inspection number 874943 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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