Anderson Shona

Inspection date

Previous inspection date 18/11/2014 21/11/2008

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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 gives children choices through the day and teaches them personal care skills. As a result, children are learning to be very independent.  The childminder carefully observes children and supports their next steps in their learning. Therefore, children are supported well to make good progress towards the early learning goals.  Partnerships with parents is strong. The childminder regularly communicates with them about how to support their child's individual needs.  The childminder has a strong knowledge of safeguarding procedures and how to implement these. She is up to date with all safeguarding and welfare requirements. As a result, she is able to protect children in her care.

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It is not yet outstanding because

 There are not enough broad opportunities for children to learn mathematical concepts in a way that is meaningful. As a result, children's understanding is not fully embedded.  The initial partnership with parents is not maximised. Information obtained from parents at the beginning of the child's placement links mainly to care needs. Therefore, the childminder's knowledge of what the child already knows and can do is not maximised to inform planning for individual learning, right from the start.

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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 house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of the suitability checks of household members and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and as recorded in written questionnaires and letters of reference.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child in a house in Stevenage. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group. 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 four children on roll, two 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 has a relevant early years qualification at level 3.

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

 maximise children's understanding of mathematical concepts by providing opportunities to learn about them in a broad range of ways

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

 extend the partnership with parents by increasing the detail of the initial information obtained from them about what their child already knows and can do, so that early planning is fully effective in challenging children to make as much progress as they can.

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who attend

The childminder obtains some information about children's individual needs when they start and provides resources to aid the settling-in process. However, this information, obtained initially from parents during their child's induction, links more to each child's care requirements, rather than their learning experiences and needs. Therefore, the partnership at this time is not fully maximised to support the childminder in implementing her good quality planning from the outset about what the child already know and can do. The childminder uses her observations to plan an initial starting point for children's learning. In addition, she completes the progress check for children between the ages of two and three years and shares this with parents. Parents receive regular information about how to promote their child's learning at home. For example, the childminder provides ideas and suggestions to parents, which they can continue with children at home,

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who attend

such as outings to extend what children are learning within her setting further.

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who attend

The childminder encourages children to share toys and play together to promote their social skills in preparation for the later move on to nursery or school. The childminder teaches children effectively. She sits at their level and engages in discussions while they play, asking appropriate questions and giving time for them to respond. Children are curious about the world around them and eagerly ask questions and about the meanings of words, which the childminder patiently listens to and explains. Adult-led activities are effective at supporting children's mathematical skills, such as learning colours and counting. However, there are fewer opportunities for children to learn these concepts in a broad range of situations. As a result, children do not fully embed concepts in a meaningful way. Children tell the inspector about their favourite books, which they look at and ask the childminder to read to them. Opportunities to recognise their names and talk

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who attend

about letters are consistently available. This encourages children to develop a love reading, which in turn helps to support emerging skills, which will be needed later for when they learn to read and write independently. The childminder plans other activities, such as moulding play dough and threading to further support the small finger muscle development in their hands, which will be vital when learning to write.

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who attend

The childminder offers children a range of opportunities that children can independently choose. For example, when they decide they would like to use the felt tips, she offers them a variety of papers to choose from. Children eagerly make circles with colours and create pictures that are meaningful to them. The childminder uses this opportunity to further develop children's thinking by asking them to consider whether they would be able to see the yellow pen on the yellow paper. Children then go on to experiment with the other colours testing different ones on the paper. This motivation to learn extends children's concentration and stimulates their thinking. The childminder offers children are variety of resources to express their imaginations and creativity. For example, children ask to use the musical instruments and set up tea parties for everyone to share. The childminder displays children's artwork valuing their efforts and building their self-esteem.

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who attend

The childminder knows children well and identifies challenging next steps in learning. She supports them in these, which ensures they make good progress in their learning.

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

The childminder supports children to settle gradually into her care. She is calm and gentle with them. The flexible settling-in process means that children become familiar with the childminder before attending. This also means that children are happy and ready to learn. She gathers information from parents about children's likes, interests and dietary needs and uses this to bond with children in her care. As a result, children feel secure. Children are becoming very independent because at a young age, the childminder supports them with their personal skills. She prioritises independence as a next step for children to practise throughout the day, at every opportunity. For example, young children learn to wipe their own noses and actively choose resources that are accessible to them. Children choose fruit to eat from a bowl on a low-level shelf and they are able to pour themselves a drink when they are thirsty. Children also quietly lay down to relax when they need to on

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

the sofas. Consequently, children are learning to confidently regulate their own needs independently, which prepares them well for when they start school. The childminder supports behaviour well. When children's behaviour is challenging, she calmly explains what they need to do and why. The childminder uses regular praise and encouragement, which ensures children feel self-assured and valued, quickly learning how to behave well. Consequently, children are learning to behave in appropriate ways. The childminder encourages good hygiene procedures, such as washing hands before eating and after using the toilet. Parents bring a variety of nutritious food and the childminder provides fruit for snacks. Outdoor play occurs every day with children choosing to be outside or inside. Therefore, children are learning what contributes to a healthy lifestyle.

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

Children's physical development is well promoted because they have access to a varied outdoor play area. This is equipped with climbing and balancing apparatus, wheeled toys and mud patches to dig in. The childminder teaches children how to use this equipment so they do not hurt themselves or others. Furthermore, the childminder teaches them how to use knives safely to cut their own fruit up. Consequently, children are learning how to keep themselves safe. Suitable, safe resources are available at the children's level and they access them confidently, which further promotes there independence.

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provision

The childminder has good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. For example, safeguarding knowledge and procedures are robust. The childminder has secure understanding of anything that may be a cause for concern and what action to take. The childminder displays all relevant phone numbers for her own and parents' reference and documentation is ready for use. Visitors are asked not to use their mobile telephones or cameras on the premises, which further safeguards children. There are comprehensive policies and procedures to underpin her good practice and she shares these with parents, so that responsibilities are clear. The childminder regularly reviews the risk assessments and makes visual checks to reduce any hazards to children in order to keep them safe. Registers are meticulously recorded and accidents and medication records are accurate. The childminder is therefore, promoting children's

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provision

Since the last inspection, the childminder has met all recommendations and further developed her outdoor area to benefit children. The childminder collects parents and children's views through questionnaires and daily verbal exchanges. Her level 3 qualification has given her a good, underpinning knowledge of children's development and she is, therefore, able to support them well. Furthermore, the childminder is proactive in seeking out and attending suitable training. For example, she has recently attended safeguarding and first aid training and she is completing online courses to learn more about play. Consequently, the childminder demonstrates good improvement and a positive attitude with regard to the continuous development of her setting.

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provision

Parents are very happy with the care the childminder provides. She has built strong relationships with them to ensure children's care needs are individually met. However, not enough information about learning is gathered initially. 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 and pre-school, by sharing information about the child through a message book. This ensures 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 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 149142 Local authority Hertfordshire Inspection number 874940 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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