Childminder in Hertfordshire

Inspection date

Previous inspection date 26/11/2014 07/12/2009

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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

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This provision is outstanding

 The childminder has an excellent understanding of her responsibilities and the procedures for protecting children. This ensures that children are kept safe from harm.  The childminder, her co-childminders and assistant develop very positive relationships with parents and carers. They keep them fully informed about their children's care, learning and development to ensure their children benefit from continuity and a shared approach to their development.  Children are extremely happy and settled with the childminder. This is because she clearly understands her role to join in children's play sensitively and appropriately, in order to enhance their play and learning further.  The childminder fully understands how young children learn. She accurately assesses their development and provides a wealth of rich and stimulating experiences that meet children's individual learning needs. Consequently, children make very good progress in

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This provision is outstanding

their learning and development.  The childminder manages her setting and those that work with her in a highly professional and organised way. She has a strong commitment to improving the provision to ensure that, together with her co-childminders and assistant, she is delivering excellent quality care and learning for children.  Children are very well prepared for the next stage in their learning, including nursery. This is because the childminder, her co-childminders and assistant give a high priority to preparing them emotionally and ensuring they have the skills they require.

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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 viewed all areas used by children.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector took account of the written views of parents and carers included in the childminder's documentation.  The inspector looked at planning documentation and children's assessment records.

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Inspection activities

 The inspector looked at a sample of records and policies relating to children's welfare, health and safety. She also checked evidence of suitability and qualifications of the childminder and other persons working and living at the premises.

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Inspection activities

 The inspector observed the childminder, her co-childminders and assistant playing and interacting with the children.

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Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in Borehamwood, Hertfordshire. The childminder is registered to work with an assistant and up to two co-childminders. The whole of the house is used for childminding and there is an enclosed garden for outdoor play. There are currently 22 children on roll, all of whom are in the early years age range and attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. There are currently three other childminders registered to mind at this address, all working on a variety of days. All four childminders and the assistant have appropriate early years qualifications.

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

 enrich further the children's opportunities to pursue their fascinations and investigate using all of their senses, for example, by introducing more flexible, open-ended resources, so that they can continue to explore and develop their critical thinking skills by exploring a range of natural media and tactile materials.

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who attend

The quality of teaching and the educational programmes that the childminder provides are excellent. The childminder clearly demonstrates a deep knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She provides a stimulating, safe environment, in which the children can play freely and be active learners. The childminder supports children's learning very well as she provides an excellent balance of interesting and age-appropriate indoor and outdoor activities. For example, she uses a bowl filled with objects associated with autumn to teach the children about the world around them and the changing seasons. The childminder and her co- childminders regularly observe children as they play and learn. They enhance these observations through communication books and daily discussions with parents, gathering further relevant information. Alongside her co-childminders, the childminder uses this

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who attend

information very effectively to determine the children's next steps in learning, and plans accordingly. As a result, children make excellent progress in their learning and development.

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who attend

The childminder skilfully uses a very broad range of teaching techniques to support children's early language and communication skills. She interacts with them sensitively during their play, asking them challenging questions to make them think. The childminder expertly develops the children's vocabulary as she introduces new words throughout their play. For example, she says the names of familiar and unfamiliar animals as she looks at a book with them. Older children thoroughly enjoy repeating the new words. The childminder uses appropriate mathematical language and encourages counting to successfully extend learning as the children play and sing songs. The childminder places special emphasis on the development of fine motor and coordination skills. For example, she encourages children to use age-appropriate cutlery when they eat their lunch and supports them to manipulate it successfully, as they learn to do so. Children become

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who attend

familiar with the written letters and sounds in their names as they hold a named photograph of themselves and sing a familiar song. These positive experiences support children well in preparation for the next stage in their learning. The childminder provides children with a variety of toys and they delight in playing with them. She creates opportunities for them to explore, investigate and solve problems using mechanical toys that make noises or react when buttons are pressed or knobs are turned. There is scope to enhance this provision yet further with the addition of more flexible, open-ended resources and some natural materials to fully maximise opportunities for children to develop their exploratory play and critical thinking skills.

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who attend

The childminder and her co-childminders have excellent relationships with parents. Robust systems are in place for effective communication and information sharing. For example, the childminder informs parents of their children's achievements each day and shares children's detailed written records with them once a month. This enables them to fully understand and support their child's progress. The childminder and her co-childminders complete the progress check for children between the ages of two and three years and share a written summary with parents to enable them to support children's developing skills at home. Consequently, a consistent approach is maintained at the setting and at home, so children continue to make exceptional progress in their development.

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

The childminder and her co-childminders give the promotion of children's well-being a very high priority. They build warm and affectionate relationships with children. At all times, one or the other of them is alongside the children, ready to support them sensitively while they play and learn. Consequently, children's personal and emotional development is consistently supported and enhanced. The childminder offers flexible settling-in sessions and forms excellent relationships with parents. She has an extremely good understanding of children's individual care needs and routines. She has many successful strategies to help children settle, for example, she blows bubbles to engage and calm an unsettled new starter. Consequently, children settle quickly and form strong attachments with the childminder, which very effectively support their emotional well-being.

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

Children's behaviour is excellent because they learn about expected levels of behaviour from the positive role modelling of the childminder, her co-childminders and assistant. All the adults who care for the children give clear and consistent guidelines. For example, children are successfully encouraged to share, take turns and play cooperatively and are learning to be polite as they are encouraged to say 'please' and 'thank you'. As a result, children are continually developing their understanding of how to behave well within the setting. The childminder praises and encourages the children to try new activities. This significantly raises their self-esteem and confidence. The childminder actively contributes to keeping children safe, helping them to recognise dangers and know how to manage risk. For example, the childminder reminds toddlers not to put dummies that have been on the floor in their mouths and explains why. Consequently, children are beginning to learn

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

The childminder, her co-childminders and assistant give a high priority to supporting children as they begin to develop an understanding of a healthy lifestyle. For example, children clean their hands before eating. The childminder provides an excellent range of healthy snacks and nutritious, home-cooked meals. Prior to children starting, the childminder and her co-childminders gather pertinent information on the children's dietary requirements and these, and any medical needs, are strictly adhered to. Mealtimes and snack times are very social occasions, as the children sit in a circle of highchairs, facing each other. This means that they can communicate and have eye contact with the other children and the nearby adults. Children have many opportunities to play outside and to go for walks to the local park. As a result, they benefit from regular fresh air and exercise, which enhances their overall sense of well-being. There is a very stimulating, well-

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

resourced indoor and outdoor learning environment, which fully supports children's all round development and emotional well-being. Resources and toys are kept at floor level for the youngest children, while older children are able to select their own resources from extremely well-organised, labelled low-level storage units. All children can access an excellent range of age-appropriate books. The childminder promotes children's independence exceptionally well. For example, she puts all the coats out on the floor, as the children prepare to go outside, so that they are able to recognise and have a go at putting on their own coat. Additionally, the childminder encourages the children to help to tidy up the toys. These well-planned opportunities significantly help children prepare for the next stage of development or their move to nursery or pre-school.

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provision

The childminder always works with co-childminders and an assistant. She implements robust recruitment and vetting procedures to ensure all adults are suitable for their role and that they have the correct checks in place. Thorough induction for new staff includes detailed information about safeguarding and ensures they are fully aware of their responsibilities. Ongoing suitability is supported through very effective mentoring and supervision, which identifies any further training needs and helps the co-childminders and assistant to develop their skills. Effective deployment of adults and excellent adult-to-child ratios ensure that children are very well supervised and supported at all times. The childminder has an excellent understanding of how to keep children safe. A robust safeguarding policy is in place that includes the use of cameras and mobile telephones. The childminder shares this with parents, so that they understand the procedures in place

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provision

to keep their children safe. Additionally, she ensures all staff understand the process for reporting concerns about children, adults or the operation of the setting. The childminder has thorough knowledge of the possible signs and symptoms of abuse and a clear understanding of when to report significant events to Ofsted. Highly comprehensive risk assessments are meticulously implemented to ensure children are kept safe. Documents record children's attendance and where they are in the house at any one time, in case of the need to evacuate the building. Well-established procedures are in place to record any accidents involving children, any existing injuries, and any medication administered to children. This means children's well-being is fully promoted.

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provision

The childminder employs very effective methods for monitoring the quality of teaching and the effectiveness of the educational programmes to ensure children make excellent progress. She successfully monitors the development of each child to make certain she quickly identifies and addresses any gaps in their learning. The childminder works extremely hard to promote quality in all aspects of her provision. Working closely with her co-childminders and assistant, she has developed robust self-evaluation that accurately identifies strengths and areas for improvement. She seeks the views of parents and children. The childminder is highly motivated to improve her skills. Since the previous inspection, she has ensured she has accessed regular training to enhance her knowledge. For example, she attends conferences specifically designed for childminders. Undoubtedly, her professional approach means that children receive a quality service at all times.

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provision

The childminder meets the children's needs superbly well through highly effective partnerships and successful strategies that ensure parents are included at all levels. The childminder shares information in various ways including daily discussions, posting information on noticeboards, text messages and newsletters. This ensures that parents are very well informed about all aspects of the provision. Transitions into the childminder's care and for the eventual move to school are planned well to support individual children's emotional well-being. In written feedback, parents comment positively about the care and learning provided. For example, they are very pleased with the process for settling the children in, delighted with the photographs that are sent home and impressed by the quality of the food provided at the setting. The childminder fully understands the importance of developing relationships with external agencies to ensure all children

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provision

receive appropriate interventions and support. However, at the time of the inspection, the childminder did not have any need to implement this in practice.

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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 129919 Local authority Hertfordshire Inspection number 854203 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

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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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