Childminder in Hertfordshire

Inspection date

Previous inspection date 28/11/2014 17/06/2009

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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

 Children develop strong bonds with the childminder and their peers, and they make genuine friendships. The childminder promotes their well-being and, as a result, children are happy and settled.  The childminder demonstrates a good understanding of safeguarding children. She attends additional training and is aware of the procedure to follow in the event of a child protection concern. As a result, she is protecting children's welfare.  Children are making good progress in their learning and development because the childminder has effective teaching strategies in place. She completes regular observations and incorporates children's next steps into future activities. Consequently, children enjoy a range of activities and experiences across all areas of learning.  Partnerships with parents, carers and other professionals are good. The childminder encourages information sharing and works closely with other settings that children

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This provision is good

attend. Consequently, children benefit from a consistent approach to their learning.

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It is not yet outstanding because

 Planned activities are occasionally too challenging for the younger children, so they are unable to maximise their learning from these activities.  Opportunities to expand on children's already good understanding of risks during day- to-day activities are not maximised, to include personal safety within the 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 took account of the views of parents, as recorded in written references and thank you letters.  The inspector reviewed the childminder's self-evaluation form.

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Inspection activities

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

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Inspection activities

 The inspector observed activities in the childminder's home and talked with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector conducted joint discussions with the childminder in relation to observations of the children's play, learning and progress.

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Information about the setting

The childminder was registered in 1995 and is 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 Hatfield. The childminder occasionally works with one of two assistants, both of whom are registered childminders. The whole of the childminder's house is used for childminding and there is an enclosed garden for outside play. The childminder takes children to and collects them from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age range. All children attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 enhance the planning of adult-led activities, so that younger children can be fully involved and can maximise their learning from these activities

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

 extend opportunities to further develop children's understanding of personal safety, for example, by using daily experiences inside the home to explain risks and hazards.

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who attend

The childminder uses initial observations and discussions with parents to find out about children's starting points. She has a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She is able to see where children are in their learning and, with approved guidance, plans well for their next steps in learning. The childminder effectively challenges children during their play. For example, during story time, the childminder asks open-ended questions, which encourages children to think further. However, some planned adult-led activities are occasionally too challenging for very young children. For example, a craft activity, which includes the decorating of pine cones, is not adapted enough to maximise younger children's learning. The childminder talks to the children about what they are doing and she listens to them as they openly ask questions during activities. As a result, this consistent promotion of two-

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who attend

way talking and listening effectively supports the good progress children make in their communication and language skills.

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who attend

The childminder promotes children's self-confidence through regular praise and encouragement as they use a range of resources. Children show characteristics of effective learning as they independently play and explore, and show high levels of concentration for long periods. The childminder supports children's readiness for school as she teaches them to become independent. For example, children are skilled at putting on and taking off their coats and shoes, and they hang these up independently, when they come in from outings. The childminder promotes good opportunities for children to be active and this means that their physical development is strong. They enjoy regular outings to take and collect older children to and from school on their scooters. Consequently, they develop good balance and coordination skills. Additionally, children attend a range of outside social events with their peer groups, where they access a wider

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who attend

range of physical resources. As a result, children make good progress in strengthening their physical skills.

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who attend

The childminder has strong partnerships with parents and they communicate very well together. During settling-in visits, the childminder encourages parents to share everything they can about their child to ensure that she is able to meet their individual needs. The childminder promotes communication between herself and parents effectively. For example, she ensures that parents are fully aware of what their children are doing. They have access to their children's learning journals and are kept informed of the good progress they are making in their development. All children attending the childminder's home have regular opportunities to express themselves, through a wide and varied range of resources and activities. The childminder stores these well, so that children are able to access them independently. She takes into consideration the age and stage of each child, and the seven areas of learning, when organising the overall environment. As a result,

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who attend

children of all ages demonstrate strong independence skills.

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

Children are building strong relationships with the childminder and their peers. They demonstrate a close bond with other minded children and enjoy spontaneous cuddles with the childminder. Children are happy in the warm and welcoming environment and they interact well together. For example, children use their imagination well as they create their own game with a house made of bricks. They make decisions together and share ideas with each other. This demonstrates how the childminder knows when to join in to extend children's play and when to allow their independence to flourish. As a result, the childminder is there to support the children but they are able to demonstrate good independence skills, as they happily make choices for themselves. The childminder praises children and celebrates their achievements, supporting their personal, social and emotional well-being. For example, at meal times the childminder encourages their self-

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

confidence as she celebrates their good use of cutlery. The childminder ensure that children learn about expected ways in which to behave. For example, she is consistent in her approach when talking to children about boundaries. She encourages their social skills and promotes effective use of good manners. Consequently, children sit happily at meal times and chat with their peers.

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

Children are aware of the childminder's expectations and demonstrate a genuine kindness towards other minded children. The childminder praises children as they work well together on a chosen activity and they show a good understanding of sharing and turn taking. For example, during a craft activity, children wait patiently while other children use the items they require. Consequently, children are learning about managing their feelings and emotions. In the childminder's role as key person, she works closely with parents and regularly shares information about how well the children are doing. As a result, the childminder promotes children's individual care needs to ensure that they are happy and well cared for. The childminder generally supports children's awareness of their own safety. She encourages them to learn about road safety while walking to and from school, or when using wheeled resources outside. However, there are missed opportunities to

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

promote this in the home. For example, although the childminder reminds children to sit nicely on the chair and walk carefully down the stairs, she does not consistently explain the reasons why. As a result, she is not promoting children's understanding of their personal safety to the very optimum.

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

Opportunities for children to lead healthy lifestyles are good. The childminder provides a range of home cooked hot and cold meals and snacks, and she ensures that these are healthy and nutritionally balanced. Children's individual needs and requirements are taken into account, including the feeding of younger children. With the childminder promoting daily discussions about food, children are able to explain how eating and drinking helps them to grow bigger and stronger. As a result, children demonstrate a good understanding of healthy lifestyles. Additionally, children have good opportunities to enjoy fresh air and exercise and they regularly attend group activities in the local community.

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provision

The childminder demonstrates a good knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a strong understanding of the procedures to follow in the event of a child protection concern. The childminder is aware of the signs and symptoms of abuse, and she has attended additional training to support her knowledge further. The childminder has a range of policies and procedures, which she reviews and updates regularly. She keeps a record of children's attendance, alongside details of when she works with an assistant. The childminder ensures that all required Disclosure and Barring Service checks are in place for family members and adults working in the home. As a result, the childminder is effectively promoting children's safety and welfare.

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provision

The childminder occasionally works with one of two assistants, both of whom are also registered childminders. They attend training together and discuss future planning, when working together. The childminder monitors the assistants through observation and, together, they reflect on the positive impact their ongoing training has on their practice. Since the childminder's last inspection, she has been developing relationships with other Early Years Foundation Stage settings, and now regularly shares information on children's development. She has also developed the way in which she secures knowledge of children's starting points. The childminder now has a much more thorough procedure, which includes parental contributions. She listens to the views of children and parents, using her setting and incorporates positive changes, where necessary. As a result, the childminder uses all feedback to review her setting and through this regular evaluation,

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provision

she is able to support and promote continuous improvement.

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provision

Partnerships with parents and carers are good and parents speak highly of the childminder in their written feedback. They comment on how happy their children are in her care and how well their children are developing. The childminder works closely with parents to promote an effective approach towards children's learning and development. For example, they regularly share information about the children's day through daily diaries and verbal discussions. The childminder has built effective partnerships with other settings, attended by children in her care. For example, she regularly attends meetings with pre-school staff and works closely to extend learning in her setting to complement children's learning. Consequently, children benefit from this consistent approach to their 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 129176 Local authority Hertfordshire Inspection number 874813 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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