Childminder in Hertfordshire

Inspection date

Previous inspection date 18/11/2014 27/11/2008

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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

 Children are making good progress in their learning. This is because they are well supported by the childminder who uses good teaching skills to develop children's confidence.  Children are safeguarded because the childminder has a strong understanding of her roles and responsibility. She effectively implements policies and procedures to ensure that she keeps children safe.  The childminder builds trusting relationships with parents. She uses her wide range of experience to help care and support children who have who have special educational needs and/or disabilities.  The childminder works closely with her co-childminder so that they share good practice. They both attend regular training and research child-related news articles, on such topics as those linked to children's behaviour.

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It is not yet outstanding because

 The childminder does not consistently make best use of opportunities to promote children's problem-solving skills.  The childminder does not always encourage parents to share information about children's learning at home. Therefore, she does not always have this information available to enable her to support children's learning to the very optimum.

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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 spoke with the childminder and her co-childminder at appropriate times. She engaged in children's play and observed interactions with them during the inspection.

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Inspection activities

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

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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.

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Information about the setting

The childminder was registered in 2008 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, an adult child and two younger children in Bushey. The family have a dog. The whole of the ground floor and a bedroom upstairs is 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 have special educational needs and/or disabilities. There are currently five 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 Thursday, except for bank holidays and family holidays. The childminder is a member of the Professional Association

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

 expand the strategies for effective teaching even further, for example, by using more open-ended questions that encourage children to solve problems during their play

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

 encourage parents to share more information about children's learning at home and use this information to maximise children's learning.

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who attend

Children are making good progress in their learning and development. The childminder is very experienced in caring for children and the quality of teaching is good. She knows the children well and carries out regular observations and assessments so that their progress is monitored. The childminder uses this information and discussions with parents to identify the children's next steps in their learning. She shares this information with her co- childminder so that they are both aware of children's changing needs. The childminder is aware of the need to carry out the progress check for children between the ages of two- and-three years to ascertain their progress, when the need arises. She understands the requirement to share this with children's parents when the time comes. She also knows how to use the information gained to identify and remedy any gaps in children's learning. The childminder works in partnership with parents and shares information about children's

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who attend

progress through regular discussions and daily diaries. However, she does not consistently encourage parents to share information about their child's learning at home. Therefore, she cannot always include this in her day-day planning so that this can also be used to support the next steps in their learning

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who attend

The childminder provides a stimulating environment. She ensures that the toys that children are interested in are set out prior to their arrival. This means that they can quickly engage in active learning. For example, children become engrossed in imaginative play with replicas used by doctors and nurses, and they tend to the 'poorly dolls'. The childminder sits alongside children during their play. She listens and responds to them and provides a running commentary. This helps younger children develop their language and understanding. However, the childminder does not does not always use a range of strategies, such as asking open-ended questions, to help children solve problems. The childminder promotes children's physical development in a number of ways, such as regular visits to indoor soft play centres where they use a wide variety of challenging equipment. The childminder ensures that children with special educational needs and/or

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who attend

disabilities are well supported so that they too can join in with the activity. For example, she shows them how to safely use the steps on the slides, so that they develop confidence and successfully use a range of stimulating play resources. The childminder promotes children's understanding about the wider world through walks and outings within the local environment. In particular, children love the outings to feed the ducks. During these times, discussions about wildlife take place and they learn about the habitat of creatures living in the pond.

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who attend

Children access writing and drawing materials. They also enjoy using modelling dough and learning how to use tools, such as cutters and rollers. In addition, younger children take part in art and craft sessions at age-appropriate groups. Overall, these activities help support the development of hand and finger muscles. This is important for handwriting skills as they grow and aids their readiness for school. Books are easily available and the childminder ensures that the wide selection available is rotated so that they meet children's interests. This helps younger children learn that print carries meaning and supports older children's early reading skills. During school holidays, the childminder and her family carry out purposeful baking activities with the children. As a result, they are introduced to the concepts of weighing and measuring from an early age.

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

Children enjoy warm relationships with the childminder, her co-childminder and her family. They are attentive to each child's needs. This means that children form secure attachments with them. The childminder works closely with parents to obtain information about children's dietary, health and care needs. She ensures that these are meticulously followed so that children's welfare is protected. The childminder reassures parents effectively through the use of mobile phone text messaging and phone calls when necessary. In addition, they discuss children's care needs by using daily diaries. As a result, there is continuity of care between the children's parents and the childminder. When children are new they are given time to get to know the childminder and become familiar with their surroundings. Children and their parents are able to visit for several occasions before they formally start with her. This means that children are helped to settle

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

easily into the childminder's home. Children are able to sleep according to their needs and comforters are easily available as and when necessary.

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

The childminder is very experienced in managing complex behaviour issues. She shares her knowledge with her co-childminder so that children receive consistent messages. She has a calm manner and believes in listening attentively to children, so that their voices are heard. This helps children to feel valued and helps to learn right from wrong. The childminder praises children for their achievements throughout their play and routines. She works with families to help resolve any behaviour issues so that there is continuity of care. The outings to age-appropriate groups help children to develop confidence outside of their home and that of the childminders. This contributes effectively to supporting children's emotional readiness to move forward to the next stage of their learning, such as starting school. The childminder regularly reviews her good quality resources. They are easily available and some are stored in attractive containers, which are labelled with

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

pictures and print. This enables children to understand the contents so that they can make free choices in their play.

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

Children are developing a good understanding of health and safety. The childminder is extremely aware of children's dietary needs. She works closely with parents in relation to their eating habits and the nutritious food provided. Any meals provided are stored appropriately. Children thoroughly enjoy homemade fruit and vegetable drinks. The childminder and her co-childminder discuss the benefits of these with the children. As a result, they learn about healthy eating. The childminder promotes independence at meal times. For example, she provides younger children with spoons so that they can feed themselves. The childminder promotes good hygiene during children's routines, such as nappy changes. Older children are encouraged to use the bathroom independently and they are helped to understand why they need to wash their hands. Children learn about keeping themselves safe on outings and when walking to and from school. They are able

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

to take risks in their play when they visit soft play centres and use the large play equipment. This supports children's physical skills and their understanding of keeping themselves safe during their play.

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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. The childminder has a secure understanding of safeguarding procedures, such as the possible signs that children may be at risk and how to respond to concerns. She updates her safeguarding knowledge regularly and has relevant documents easily available for reference as and when necessary. She shares her safeguarding information with parents so that they are aware of her responsibilities to protect children's welfare. The childminder helps to protect children from harm by ensuring all areas used by children are suitable for them. she shows children how to treat the family dog with respect. This means that they learn how to keep themselves safe. The childminder carries out risk assessments and includes outings in the process. She supervises children well and

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provision

ensures that they are always within sight. The childminder speaks to them before any outings about the importance of following instructions. This contributes to keeping children safe.

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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 psychology of children and behaviour strategies. The childminder shares this information with her co-childminder and she reflects on her educational programmes for children. She has addressed the recommendation raised at the last inspection. For example, she evaluates her practice. She has identified strengths and areas to develop, such as attending training related to how different genders learn. The childminder has included 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.

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provision

The childminder has a strong relationship with parents in terms of children's care needs. She is working on consistently extending this partnership to have a positive impact on children's learning. Parent's comments are positive as they appreciate the time that she spends with their children and the good care that she provides. 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. The childminder understands the importance of developing links with other providers where children attend when that time comes. She has a secure knowledge of other professionals who provide advice and support related to the care of children with special educational needs and/or disabilities. She liaises with other health professionals as

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provision

necessary, so that children have their needs met well.

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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 EY373751 Local authority Hertfordshire Inspection number 858207 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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