Childminder in Hertfordshire

Inspection date

Previous inspection date 19/11/2014 05/01/2011

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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 demonstrates a clear understanding of her responsibility to protect children in her care. She implements robust procedures with regard to safeguarding and child protection that help to ensure children are safe.  The childminder has a good knowledge of early years practice. She seeks out opportunities to extend this further by attending training. She uses this information to positively shape her practice.  The childminder encourages children to serve themselves lunch and peel their own fruit. Consequently, children's independence is promoted well.  The childminder understands how children learn and gives them the opportunity to choose what they play with. This enables children to be creative and become deeply engaged in their learning. The childminder supports children's speech and language development well.

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It is not yet outstanding because

 The childminder gathers information from parents about children's starting points, but does not always strengthen parents contributions to their child's continuous learning record by encouraging them to continue adding their observations from home.

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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.

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Inspection activities

 The inspector checked evidence of the suitability of household members, and looked at children's assessment records, planning documentation, 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, as recorded in written questionnaires and reference letters.

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Inspection activities

 The inspector reviewed and discussed the provider's hardcopy self-evaluation form with the childminder.

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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 husband and adult daughter in a house in Stevenage. The whole of the ground floor, two bedrooms on the first floor, and the rear garden are used for childminding. The family has a dog and a cat. 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 collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 maximise continuity in children's learning by continuing to engage parents in sharing information and observations about what their child is learning at home.

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who attend

The childminder knows the children in her care extremely well. She has a good understanding of how children learn and provides them with a wide range of interesting and stimulating activities that follow their interests. For example, young children spend considerable time looking for jewels in the rice, scooping it up and moving it into different containers. The childminder responds enthusiastically when they find a jewel and asks them questions to ascertain their recognition of shape and colour. As a result, children are engaged and motivated in their learning. The childminder uses observations of children's learning to provide a summary of their progress each term and uses this to identify and plan for their next steps in learning. As a result, she is able to track children's progress and identify any gaps in their learning. The childminder has devised a water board with tubing and pipes so that children can fill their containers and carry them across to pour

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who attend

into the tubes and watch the water run through into the buckets. She uses this activity to teach children about volume introducing language, such as full and empty to broaden their vocabulary. Children are asked how many chairs they need for lunchtime and they count how many drops of colouring they add to the rice. They use tools, such as pipettes and tweezers, to try and pick up rice and this helps to eventually develop children's pencil control. These simple activities help children develop the skills they need to be ready for school.

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who attend

Children enjoy regular story times with the childminder and she promotes a love of books. She lets them choose a book and holds their attention, as she brings the characters to life by using different voices for them in the story. She promotes the idea that print has meaning as she points to the text, and reads the title and author, explaining that this is who wrote the book. Children voice their ideas and suggestions as they anticipate what they think is going to happen. Younger children copy animal sounds and imitate some words they hear the childminder and older children say. The childminder responds to these interactions positively. The childminder gives high priority to promoting this area of learning and completes a separate assessment on communication and language to monitor children's progress. As a result, children's language and communication skills are developing well.

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who attend

The childminder promotes children's exploration by, for example, leaving the rice activity out for children to revisit. Children notice rice on the floor and laugh as they walk on it, saying, 'tickling my feet'. The childminder encourages children to think and formulate their own ideas. For example, they use a range of different utensils, such as wooden spoons and a tea strainer in the rice. The childminder asks children whether they think they could use the slotted spoon for eating with and explains to them that she uses it to stir sauces. The childminder gains detailed information from parents initially, which she uses to plot children's starting points. Parents are kept informed about certain activities through daily verbal exchanges and diaries. They regularly view the learning journals, making comments on their child's progress and the childminder talks to them about how their learning can be

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who attend

continued at home. However, the childminder is less successful in engaging parents to continue to contribute their observations from home to strengthen the continuity of learning even further.

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

Children demonstrate close attachments with the childminder and are clearly secure in their surroundings. Young children are happy to separate from their main carers and are familiar with the routine. The childminder provides a warm, welcoming environment, helping children to feel a sense of belonging. For example, she provides each child with a peg to hang their coats and bags on. New children settle quickly because the childminder ensures that she is fully aware of their usual routines and preferences. She gathers detailed information about the children in her care and incorporates this into her daily routine. Settling-in visits are offered according to the individual needs of the child. As a result, children feel secure and settle with ease.

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

The childminder verbally exchanges information with parents on a daily basis. She is a good role model and her gentle encouragement and calm explanations support children in understanding and managing their own behaviour. For example, when the childminder asks the children to help her tidy the toys up before lunch, they respond with 'Yes, of course I can'. Children are polite and learn to respect one another. The childminder promotes children's independence well, for example, she encourages them to peel their own fruit and serve themselves lunch. Children use wipes and a small mirror to wipe their own faces and hands after eating. Children are becoming familiar with the local school as they often attend the play sessions held there with the childminder. Regular visits to toddler groups helps to build children's confidence around other adults and lets them experience routines, such as sitting in a larger group for a period of time at snack time.

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

This helps them in developing the personal and social skills required for future learning and also prepares them well for the transfer to pre-school and school.

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

Children learn about the importance of a healthy lifestyle as they eat a balanced diet and the childminder gives them choices of different foods. Children develop an understanding of the importance of physical exercise and are provided with opportunities to play outside at the local parks, where they can run and climb. The childminder walks with the children to collect older children from school and they continue their physical activity indoors as they dance to music, waving scarves. Good daily practice and ongoing explanations help children develop their understanding of how to keep safe. For example, the childminder clearly explains why it is dangerous for them to pick up and carry a chair while simultaneously holding onto a toy.

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provision

The childminder clearly understands her role and responsibility in protecting children from harm. She follows her safeguarding policy, which contains all the necessary information to support her if she has any concerns about a child in her care. The childminder also implements a safe procedure for the use of mobile phones and cameras, both in her home and at the various groups she attends with the children. She is aware of the importance of reviewing and updating the documents she uses to support her in managing the safety and welfare of the children in her care. The childminder uses effective risk assessments and daily checks to help to ensure children's safety in the home and on outings.

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provision

The childminder regularly attends training that she feels will benefit her practice. For example, she recently attended a conference on mathematics in the early years and has introduced the idea of numbers being randomly displayed rather than in numerical order. The childminder understands the importance of liaising with other early years settings which children attend, and shares information regarding children's learning and development with them. She also contacts the local school and nursery, before children move on, to find out what they expect children to do when they start. This promotes continuity of learning for children. The childminder is aware of where to seek advice and support if needed and has strong links with the local development centre and children's centre.

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provision

The childminder has established good working relationships with parents. She provides clear, detailed information for parents when they start, including how the Early Years Foundation Stage is included in her service and keeps parents updated with her policies and procedures. This ensures parents are fully informed about their children's personal care routines and the activities they have enjoyed. The childminder effectively identifies her strengths and weaknesses through her self-evaluation. For example, she is looking at specific training on providing for funded two-year-old children and how she can further improve the methods for continuing to encourage parents to contribute observations from home. The childminder regularly asks children for their views on the activities and resources on offer and uses these to adapt her planning so that activities and experiences remain interesting and challenging for children. From her observations of children, she is

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provision

able to learn and adapt her practice. For example, she noticed that children had difficulty holding the container while filling it from the tap and included a step for children to rest the container on. She seeks the views of parents to assist her in improving the service to families and to consistently extend and promote the learning opportunities for children of all ages.

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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 149357 Local authority Hertfordshire Inspection number 871014 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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