Childminder 149159

Inspection date

Previous inspection date 20/11/2014 29/09/2009

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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 effectively promotes children's emotional well-being. As a result, children settle in quickly, form strong attachments to her and are very confident in her care.  Children make good progress in their learning. This is because the childminder provides them with a range of challenging and interesting resources to support their development.  The childminder supports children's behaviour well. She praises them for positive behaviour and encourages older children to be gentle with younger children. Consequently, they are learning appropriate ways to behave.  The childminder understands her responsibilities to meet the requirements of the Early Years Foundation Stage. She has robust procedures in place to ensure children are kept safe.

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It is not yet outstanding because

 The childminder does not consistently take every opportunity to fully extend children's skills in creative and critical thinking.  The childminder does not yet fully extend children's language skills to the maximum, for example, by introducing new words as they play.

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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 and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of the suitability 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, as recorded in written questionnaires and reference letters.  The inspector reviewed the childminder's hardcopy self-evaluation form.  The inspector completed a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2000 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children, in a house in Stevenage. Two rooms on the ground floor, one bedroom on the first floor and the rear garden are used for childminding. 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 them from the local schools and pre- schools. There are currently eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds 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:

 extend child-initiated opportunities to consistently promote children's curiosity and thinking skills

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

 extend children's language skills further, for example, by introducing new vocabulary and terminology connected with their play.

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who attend

The childminder has a good understanding of how to put the learning and development requirements into practice effectively to support children's learning. This helps her to ensure that children make good progress and are well equipped for the next stages of their learning at school. The childminder uses observation to identify children's learning and their next steps. She provides resources and outings that support children's individual learning effectively. The childminder plans activities that are interesting to them. For example, after collecting leaves, children handle paintbrushes with control to paint the leaves a variety of colours. The childminder challenges children to consider why the water changes colour. They then go on to explore the materials by painting their hands before making different prints on the paper. This independent learning promotes children's curiosity and thinking skills well. However, although the childminder is supportive of

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who attend

children's learning, she is inconsistent in optimising all opportunities that children initiate while playing, in order to fully maximise their skills in creative and critical thinking. For example, when children discover a bowl of rainwater in the back garden, the childminder asks the children some questions, but does not fully encourage children's curiosity about this or extend the opportunity for learning. The childminder effectively models good communication skills during play. She comments on what children are doing and asks appropriate questions giving them time to respond. They do so with enthusiasm and are motivated to find out more about the world around them. Nevertheless, the childminder does not fully maximise the children's vocabulary, such as naming the different trees that leaves have come from. Therefore, their language and communication skills are not fully promoted to the maximum. Children choose books

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who attend

to read from the shelf and ask the childminder to share these with them. They eagerly access the writing materials and attempt to write their names. The childminder praises their efforts with vigour. Consequently, children develop positive attitudes towards themselves as learners. The childminder playfully supports children to learn social skills. For example, they play a turn taking game with balls in the garden. The childminder fosters children's creativity by singing familiar songs. Babies clap to the beat joining in with older children. The childminder is able to attend to all the children's needs, successfully spanning the age ranges.

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who attend

The childminder encourages parents to share information on children's development and learning. When children start in her care, she asks them to complete information to establish their care needs and interests. The childminder completes assessments, including the progress check for children between the ages of two and three years. She consults with parents to further complement children's learning at the setting and at home. As a result, children make good progress and gain a good range of skills to support their future learning.

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

The children form close relationships with the childminder. She supports them with cuddles and reassurance as they settle in, meeting their individual emotional needs. Children are confident and secure in the childminder's care. This prepares young children with the emotional confidence that is needed for any future moves to nursery or school. The childminder informs the parents about their experience using a settling-in report. She gathers a good amount of information from parents to offer ongoing support to children's medical and religious requirements. Consequently, children receive smooth continuity of care.

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

The childminder promotes children's independence well. Younger children attempt to put on their own shoes and coats by themselves before the childminder offers help. Children choose good quality resources from low-level shelves, which enables them to have choice over what they play. This choice, along with well-planned activities, means that children are engaged in their play. This promotes positive behaviour. Equally, the childminder promotes caring behaviour between children by encouraging gentleness with little ones and talking about why toys need to be shared. This means that children are learning acceptable ways to behave. Children know how to keep themselves safe as the childminder practises fire drills regularly with them. Older children know to get out of the house quickly should they need to. Children are learning to handle tools as they cut up fruit with knives enabling them to take risks during a routine, supervised activity.

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

Children are learning what contributes to a healthy lifestyle. They have the option to play outdoors and actively choose to kick balls and explore the garden. This allows them to benefit from the fresh air and exercise their whole bodies. The childminder provides healthy meals and snacks, therefore, children benefit nutritionally. Good hygiene practices, such as washing hands and wiping down tables before eating, ensure that the spread of infection is prevented.

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provision

The childminder has good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She demonstrates a clear understanding of how to keep children safe and she knows what to do if she has concerns about a child in her care. The childminder visually checks her house and garden and removes any hazards to ensure children's safety. In addition, she maintains accurate records, such as keeping a register of attendance to also help underpin their safety. The childminder shares policies and procedures with parents, which promotes the professional working relationship. The childminder holds a childcare qualification at level 3 and this contributes to her secure knowledge and skills. She competently monitors children's learning using national guidance.

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provision

The childminder keeps all mandatory training up to date, such as first-aid training. She meets with other childminders to gain ideas for her practice. Since the last inspection, the childminder has met all recommendations and has plans to further improve her provision to benefit children. She seeks opinions of parents using questionnaires. She records these ideas on a self-evaluation form and therefore, shows capacity to maintain good practice and continue to strive to improve.

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provision

Relationships with parents are strong. Feedback forms indicate that they are very happy with the service the childminder provides. The childminder has good links with the local children's centre to signpost families should they need extra support. Partnerships with schools and pre-schools that children attend are effective because the childminder exchanges information regularly with them about the children's progress. As a result, children's individual needs are effectively met by all involved in their care and learning.

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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 149159 Local authority Hertfordshire Inspection number 874941 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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