King, Margaret

Inspection date

Previous inspection date 18/11/2014 18/12/2008

p.1

early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 The quality of teaching is first class. The childminder plans interesting and imaginative experiences that keep children engaged for sustained periods of time. Consequently, children make rapid progress in their learning and development and they are exceptionally well prepared for future learning in school.  The childminder reinforces positive behaviour consistently and as a result, children learn what is expected of them. She supports children to be respectful of their peers and she is a superb role model. Consequently, children's behaviour is excellent.  The childminder's safeguarding knowledge is very strong. She ensures that she has up- to-date knowledge of current issues by attending relevant training courses on a regular basis. Children's welfare is paramount and therefore, they are kept safe at all times.  Partnerships with parents are excellent. The childminder has built strong, trusting

p.1

This provision is outstanding

relationships with the parents and communication between them is continuous. This ensures that children's individual needs are met exceedingly well at all times.  The childminder is enthusiastic and has consistently high expectations of herself. She successfully evaluates her teaching and care practice, identifying training that will enhance her knowledge and understanding to promote children's learning and welfare needs.

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 viewed areas used for childminding in the childminder's home.

p.2

Inspection activities

 The inspector observed children taking part in a range of activities and spoke with the childminder and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector checked the qualifications and evidence of suitability of the childminder and those over the age of 16 years living in the household.  The inspector looked at children's assessment records, policies and procedures.  The inspector conducted a joint observation with the childminder.  The inspector spoke to parents and took account of their views.

p.2

Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child, in a house in Hemel Hempstead. The whole of the house and the rear garden are used for childminding. The family has four cats as pets. The childminder attends toddler groups and activities at the local children's centre. She visits the shops, library and park on a regular basis. The childminder takes children to and collects children from local schools and pre-schools. She provides funded early education for three- and four-year-olds. There are currently 17 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.15am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 expand further the already excellent opportunities that children have to build the smaller muscles in their hands, for example, by encouraging them to peel their own fruit at snack time.

p.3

who attend

Children are extremely happy at the setting. The childminder provides a rich and varied learning environment that encourages learning through play. She ensures that the seven areas of learning and development are extremely well promoted through exciting and interesting activities. The childminder has expert knowledge of how children learn. As a result, she captures children's imagination and they remain engaged for sustained periods of time. For example, the present topic is healthy eating and the childminder is currently teaching children about vegetables. She provides a range of resources, such as books, posters and role play, to ignite children's interest. The childminder takes the children to the supermarket and together they buy a wide variety of vegetables to make a casserole together. They wash and chop the vegetables together and children learn how to use tools safely. The childminder provides the children with lots of opportunities to develop their

p.3

who attend

smaller muscles, such as using tools and writing implements. There is scope, however, to enhance this further, for example, by encouraging children to peel their own fruit at snack times. Through discussions, the childminder encourages the children to compare the vegetables against each other and they talk about the various colours, shapes and sizes. This promotes children's mathematical knowledge. The childminder extends children's critical thinking further when they suggest that a mushroom is heavier than a pepper. She asks them how they might find the answer and provides a set of scales when children say that they could weigh the vegetables. The childminder develops children's knowledge of large numbers and they gain an awareness of weight. She challenges children to develop their literacy knowledge, for example, by showing them printed vegetable names and encouraging them to sound out the letters. This helps them to enhance their reading

p.3

who attend

skills. Consequently, the childminder's first class standard of teaching ensures that children make rapid progress towards the early learning goals.

p.4

who attend

The childminder is a highly skilled communicator and supports children exceedingly well to develop their communication and language skills. She enriches children's language development by engaging in purposeful conversations with them. She asks them open- ended questions, which inspires the children to talk about their thoughts and feelings freely. During activities, the childminder encourages the children to recall past events, such as a previous outing or a story they have read together, to form as part of their discussions and help to build upon children's growing knowledge. For example, after reading a story about a caterpillar that becomes a butterfly, the childminder engages the children in conversation about the butterflies that they previously had at the setting. Children remember the colours of the butterflies and how one had a broken wing. Consequently, the childminder supports children to develop strong communication skills

p.4

who attend

that they will need throughout their lives.

p.4

who attend

The childminder has very strong relationships with the parents and they regularly communicate about children's learning and development. This includes identifying children's starting points when they enrol at the setting. She encourages parents to support their children's learning within the setting and at home. As a result, there is a continuous link between the two environments and children benefit from a continuity of teaching and care. The childminder creates very impressive learning journal documents for each child, which details their ongoing development. She regularly tracks children's progress against approved child development guidance documents and she has in-depth knowledge of each child's individual learning and development. Therefore, she is able to quickly identify any concerns regarding children's learning and seek the appropriate support or intervention, if required. Consequently, the childminder ensures that children

p.4

who attend

are exceptionally well prepared for future learning in school.

p.4

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

The childminder is very caring towards the children. She warmly welcomes them into her home and makes each child feel special by listening to them and responding to their individual needs. As a consequence, children feel valued and are extremely content in the childminder's care. They demonstrate how at home they feel by moving around the setting freely and making choices from the wide range of safe and appropriate toys and resources. The childminder works very closely with the parents to build upon her precise knowledge of each of the children in order to understand and meet their specific needs. This extremely effective two-way communication ensures that children settle in to the setting as quickly as possible. For example, some children have a weekend book that their parents created and they add information and photographs to it on a weekly basis. The childminder reads this with the children and encourages them to talk about their weekend.

p.4

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

Consequently, children take great pleasure in talking about their families and home life with the childminder and they feel emotionally secure. Children have strong attachments with the childminder and they actively seek her to join in with their play. She consistently encourages children to be independent throughout the day, which provides them with the necessary skills that they will need in school. For example, children go to the toilet independently and learn to put their own shoes and coats on. During important transitions, such as to pre-school or school, the childminder promotes these changes positively to the children and they are extremely well supported as a result. Consequently, the childminder supports children to be very confident and motivated learners. These attributes ensure that they are emotionally very well prepared for their future learning in school.

p.4

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

Children's behaviour is excellent. The childminder promotes positive behaviour consistently and she gently reminds children of the setting rules if they forget. For example, she encourages them to say 'please' and 'thank you' and to ask when they want to get down from the table after eating. As a result, children know what is expected of them. The childminder speaks to the children respectfully at all times and is an excellent role model. She encourages them to be kind to their peers and respectful of how they like to play. For example, the childminder explains to one child that her friend likes to lie down when he is playing and that she should be careful of him when she is pushing the train along the floor. As well as promoting positive behaviour, the childminder ensures that children develop an awareness of playing safely and the risks that could occur.

p.5

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

The childminder has a very active role in promoting children's healthy lifestyles. She provides a range of nutritious meals and snacks that the children enjoy. They develop an awareness of how to be healthy as the childminder teaches them the foods that are good for them and those that should be eaten in moderation, for example, as a treat. The childminder provides children with several daily opportunities to play outside in the fresh air and exercise in large open spaces, such as at the park. Running around and climbing on the various pieces of equipment enables children to develop their larger muscles. The childminder and children go on daily walks around the local area and she maximises these opportunities to teach them about the importance of road safety. Consequently, children's well-being is protected exceptionally well at all times.

p.5

provision

The childminder has a thorough understanding of Early Years Foundation Stage and she ensures that the legal requirements are consistently met to a high standard. Her knowledge of safeguarding and current child protection issues is strong. She understands her responsibilities towards keeping children safe from harm and their safety and welfare is paramount at all times. The childminder attends relevant training regularly to ensure that her knowledge is expert and precise. For example, she has recently updated her first- aid qualification and has attended a training course about the different allergies that children can have. The childminder has also completed training in how to administer an adrenalin pen. As a result, the childminder responds to accidents and incidents with up-to- date knowledge and the welfare of the children in her care is exceedingly well protected. Training has a very positive impact as it enables the childminder to provide high quality

p.5

provision

teaching and care for the children in her setting.

p.6

provision

The childminder works with another registered childminder after school, during term time, in order to remain within the allowed ratio of adults to children. She monitors the standard of care that the other childminder provides for children and ensures that it is of a high standard. As a result, the children's safety and welfare is promoted effectively. The childminder closely monitors children's progress and learning and she ensures that the seven areas of learning and development are consistently promoted by her high quality teaching. The childminder works very closely with practitioners from other settings that children attend. She shares the children's learning journal documents with them regularly and communicates with them about children's next steps to ensure that teaching is complemented. Consequently, the childminder ensures that children's individual needs are met exceedingly well.

p.6

provision

The childminder evaluates her practice regularly to ensure that it is of a consistently high standard. Parents are invited to offer their feedback about the service through questionnaires. Children are given the opportunity to offer their opinions as the childminder asks them what they like to do at her setting and she gives them choices about what they want to do regularly. For example, some children express their interest in books and like to go to the library, so the childminder ensures that they take trips there on a regular basis. Since the last inspection, the childminder has extended the existing systems in place for sharing information with parents and she has a constant two-way flow of communication with them. This demonstrates that she is dedicated to continuously improving the quality of her teaching and care. The childminder writes half-termly newsletters, sends information via text and email, and has daily conversations with

p.6

provision

parents about children's learning and development. The childminder provides diaries for the children which the parents are encouraged to write in and she sends learning journal documents home monthly for parents to look at and contribute to. Consequently, partnerships with parents are exceptional. Parents are very keen to recommend the childminder to their friends and family. They state that their children always have an interesting day and are safe and feel comfortable. Parents say that when children are with the childminder, they are in the best of hands.

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 129481 Local authority Hertfordshire Inspection number 854197 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 17

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