Thomas Anne Naomi

Inspection date

Previous inspection date 02/12/2014 21/07/2009

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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 is a natural communicator with children. She is very experienced and has a secure understanding of how to make teaching and learning fun. As a result, children are very busy with activities they enjoy and make good overall progress in their development.  Children are settled and secure because they have formed close bonds and attachments with the childminder. There is a relaxed, friendly atmosphere and children are treated as part of the family.  The childminder has a good knowledge of safeguarding issues and the procedures to follow should she have any concerns about the welfare of a child in her care. This results in children being protected from potential harm.  The childminder ensures that the resources offered are stimulating and provide varied experiences for children. She is very well organised and is committed to continual improvement, so that she provides good quality care and learning for children.

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It is not yet outstanding because

 The childminder does not consistently use visual aids to help younger children to express their thoughts and manage their emotions.  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 children at appropriate times throughout 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 on the premises.

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Inspection activities

 The inspector looked at children's records, a selection of policies, including the safeguarding procedures and the self-evaluation document, which she discussed with the childminder.

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Inspection activities

 The inspector carried out a joint observation of the play activities with the childminder.

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Information about the setting

The childminder was registered in 1999 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder holds the National Nursery Nurse Examination Board qualification. She lives with her husband, an adult child and a younger child in Watford. The family has a pet cat. The whole of the ground floor and a bedroom upstairs are 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 local schools and pre-schools. There are currently nine 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 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:

 provide more opportunities for younger children to manage their emotions and to express themselves, for example, by using sand timers to support children's understanding of the passing of time

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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 and the quality of teaching is good. She understands that children learn best when they are busy and engaged in activities that interest them. She gathers children's starting points, monitors their progress and plans for the next steps in their learning. In addition, when children are moving on to other providers she completes a summary of their progress. This means that continuity of learning takes place. Each child has a well-presented learning journal. This contains photographs of the child's achievements, details of progress and observations of activities. The childminder also carries out the progress check for children between the ages of two and three years, to plan for the next steps in their learning. She shares this with parents so that any identified gaps in children's learning are discussed and supported. The childminder has a close but

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who attend

professional relationship with parents. She shares information about children's progress through regular discussions, the use of text messages 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-to-day planning, so that this can also be used to support the next steps in their learning.

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who attend

Children enjoy spending time with the childminder who interacts extremely well with them. They demonstrate that they are active learners when they help themselves to the good quality resources that interest them. For example, they love playing with trains. The childminder sits alongside them; she uses effective teaching strategies, such as providing a running commentary during their play. She extends their thoughts and ideas. As a result, they concentrate for a long period. For example, children work together to build a complex train track and fix train carriages together. This helps children make connections in their learning. Children's language skills are very well supported. Younger children copy what the childminder says. She attentively listens to them and responds to what they are attempting to say. Discussions take place about the possible destinations of the trains and the different people they may meet along the way. The childminder also effectively uses

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who attend

singing and music to extend children's language and understanding. They delight in waving different coloured ribbons when they hear favourite songs and rhymes. The childminder aids their readiness for school during these times. For example, she supports children to learn about colours and they learn about rhythm and sounds. This supports children's language skills as they grow.

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who attend

Children love the varied range of craft activities that the childminder provides. She successfully adapts these, so that even the youngest child can take part. This supports the development of hand and finger muscles, which are important for handwriting skills when they are older. The childminder follows children's leads and helps them to take turns during their play. Older children are considerate of their younger friends, and they readily say thank you and please. The childminder also carries out purposeful baking activities with children. As a result, they are introduced to the concepts of weighing and measuring from an early age. Children learn about the local environment by going on interesting outings and visiting nearby parks. For example, the childminder takes children on trips by train to extend their knowledge about the world around them.

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

The childminder builds strong relationships with children and their parents. Consequently, she gets to know them very well. Children and their parents are able to visit frequently before they formally start with her. This means that children are helped to settle easily into the childminder's home. When children are more reserved or need additional emotional support, the childminder is sensitive to their needs. She recognises how events at home may affect the children's ability to learn and uses effective strategies to help children feel secure. The childminder meets up with other childminders and their children, at age-appropriate groups, such as at the nearby children's centre. As a result, children develop relationships with others outside of the setting. They also learn to cope in slightly larger groups. This develops their social skills and confidence. This contributes effectively to promoting children's emotional readiness for the next stage in their learning, such as

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

starting school. Children are treated as part of the family. They are helped to learn right from wrong and to respect each other. For example, reminders about using kind hands help younger children learn how to treat their friends. The childminder has a very calm manner and helps children understand about the concept of sharing and taking turns. Occasionally, younger children express frustrations. The childminder intervenes; she provides cuddles and reassures children so that they can continue learning. However, visual aids to help them to learn about the passing of time when waiting to have a turn of a favourite toy are not consistently used. Children develop their independence, as they are able to choose activities for themselves from the low-level units. The childminder continually reviews her resources to ensure that they are suitable for the ages and developmental needs of the children attending. She has labelled the containers with photographs so children can easily

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

Children are encouraged to be independent. For example, the childminder encourages them to dress themselves by putting on their own coats and shoes. This promotes their self-esteem and further aids their readiness for school. The childminder provides healthy and nutritious meals. She works closely with parents to ensure dietary needs and preferences are met. Children eat their meals at the family table, and good eating habits and manners are effectively encouraged. The childminder promotes good hygiene during children's nappy changing routine. Children are well supported to develop an understanding of the importance of exercise as part of a healthy lifestyle. For example, they have daily opportunities to play in the childminder's garden. During these times, they enjoy jumping on the sunken trampoline and riding wheeled toys. In addition, they regularly visit nearby play areas where they learn to take safe risks when they use slides

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

and swings. These activities promote their muscle development and aid their coordination skills. Children enjoy taking part in purposeful activities to promote their understanding of keeping safe. For example, the childminder makes good use of road safety play equipment to reinforce their knowledge of safety when outdoors.

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provision

Children are safeguarded because the childminder fully understands her role in protecting children in her care. She attends regular safeguarding training and has reviewed her policies and procedures to ensure that they contain all necessary information. The childminder has a secure understanding of safeguarding procedures. For example, she knows the possible signs that children may be at risk, keeps clear records and responds quickly to concerns. This contributes to protecting children's welfare. The childminder helps to protect children from harm by ensuring all areas used by children are suitable for them. She ensures her doors are secure and that the premises are welcoming and well maintained. The childminder completes risk assessments for the home and outings. Daily checks also contribute to ensuring all areas are suitable for children before they arrive.

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provision

The childminder has addressed the areas requiring improvement identified at the last inspection. She has reviewed her assessment procedures and now carries out initial assessments of children's development. She uses these effectively to support children's learning. The childminder continually reflects on her practice to see how she can improve the service that she provides even more. She includes parents and children's views through regular discussions and questionnaires. The childminder is an active member of a local childminding network group. She regularly meets with them to share good practice. This contributes to monitoring the educational programmes that she provides. The childminder is well organised and shows a strong commitment to continually developing her knowledge and skills. She attends purposeful training, for example, supporting children's language skills. She successfully implements information gained, so that this has

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provision

a positive impact on children's overall development.

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provision

The childminder has a close relationship with parents. She provides a flexible service to suit their children's needs. Discussions about children's ongoing progress and their care needs take place regularly. The childminder also sends home children's learning journals, so that these are shared with parents. She is working on consistently extending this partnership to have a greater impact on children's learning. Parents' comments are positive. They state that the childminder provides high quality care and that she provides many fun activities to help their children's development. Parents are well informed about the service provided through ongoing communication. This contributes to continuity of care and learning for all children. The childminder develops links with other providers of the Early Years Foundation Stage who also care for children. This ensures she has an awareness of children's progress and next steps in learning. There are no children with

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provision

special educational needs and/or disabilities attending, however, the childminder values partnership working with specialist professionals. She understands the importance this can have on children's welfare and learning, and is ready to work with others when the need arises.

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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 130460 Local authority Hertfordshire Inspection number 863979 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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