Childminder in Hertfordshire

Inspection date

Previous inspection date 02/12/2014 15/07/2010

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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 has a good understanding of child protection issues and ensures that everything the children come into contact with is risk assessed and as safe as possible. Consequently, the childminder protects children from harm.  The childminder gives a high priority to children's well-being. She forms very close bonds with the children she cares for. This fosters their emotional security.  The childminder teaches young children the skills that they need to support their future learning well. She clearly understands how young children develop and what their interests are. This enables her to provide a wide range of interesting and challenging opportunities for them to make good progress.  The childminder has strong relationships with parents. She ensures that there is regular two-way communication to share information about children's needs and development. As a result, there is a good level of consistency in care and learning for the children.

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It is not yet outstanding because

 The childminder does not fully maximise the opportunities for children to explore and investigate using all of their senses. This is because children do not always have independent access to a variety of everyday objects and natural materials.  The childminder does not have an astute and targeted programme of professional development in place to ensure that she continues to improve the already good teaching and learning for all children, so they progress even more rapidly.

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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 compulsory part 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.

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Inspection activities

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

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.  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 took account of the written views of parents and carers included in the childminder's documentation.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children in Borehamwood. The childminder does not care for children at her home address. She is registered to work as a co-childminder at four local premises. The whole of the ground floor within these homes is used for childminding purposes and all properties have access to enclosed gardens for outdoor play. There are currently 22 children on roll, all of whom are in the early years age group. The childminder holds an appropriate early years qualification at level 3 and 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:

 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 explore and develop their critical thinking skills through a range of natural media and tactile materials

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

 enhance the teaching and learning for all children further, so they reach the highest levels of attainment, for example, by undertaking further study and training.

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who attend

The childminder provides an educational programme that has depth and breadth across the seven areas of learning. There is a good balance of adult-led and child-initiated activities. The childminder has a secure understanding of how children learn through play and of what they can achieve. She makes effective use of an observation, assessment and tracking system to identify the next stages in each child's learning. This ensures that activities are well focused and children's learning is individualised, according to their interests and needs. As a result, all children make good progress relative to their starting points.

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who attend

The quality of teaching is good. The childminder places a strong focus on the key areas of learning for young children. She effectively supports children's communication and language development. This is because she sits with them while they play, uses age- appropriate vocabulary, including numbers and colours and interacts with them sensitively. For example, as part of a Hanukkah topic, the childminder demonstrates how to spin dreidels. She sings a song and supports children to count them and say what colour they are. She skilfully promotes active learning, as she encourages children to spin around like dreidels themselves, with their hands above their heads. Additionally, the childminder effectively models and demonstrates how to do things well. For example, she shows children how to roll dough and use cutters before they have a go for themselves. Children become familiar with the written letters and sounds in their names as they hold a named

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who attend

photograph of themselves and sing a familiar song. These positive learning experiences support children in gaining the key skills needed for their next stage of development, including nursery. The childminder provides children with a variety of toys, which they delight in playing with. They are able to build with construction sets and particularly enjoy the cars, trains and soft toys. The childminder creates opportunities for children to explore, investigate and solve problems through a wide variety of mechanical toys that make noises or react when buttons are pressed or knobs are turned. However, the childminder does not always maximise opportunities for children to develop their exploratory, imaginative and investigative play and critical-thinking skills. This is because she does not provide a wide range of flexible, open-ended resources or natural materials, which children can access independently.

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who attend

The childminder fully involves parents in the initial assessment of their children's learning and development, as they are encouraged to share information about what they can do from the start. Thereafter, the childminder uses diaries, together with regular verbal updates, to keep parents well informed of their children's progress. The childminder, along with her co-childminders, shares children's records with parents once a month. The childminder completes the progress check for children between the ages of two and three years. Also, she shares a written summary with parents to enable them to support children's developing skills at home. Consequently, she maintains a consistent approach both at the setting and home, so children continue to make good progress in their development.

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

The childminder provides a warm, caring environment in which children can relax and feel at home. She spends time during flexible settling-in sessions to get to know children's care routines and their individual needs. A photograph frame, hung at children's level, allows all children to see a picture of their immediate family. This enables them to make a connection between home and the setting. The childminder gives the promotion of the children's well-being a high priority and enjoys warm, close relationships with them. As a result, children settle quickly and feel safe, happy and secure. The childminder manages the children's behaviour well. She has high expectations and children respond well to these. For example, when it is time to tidy up, the childminder gives each child a small, achievable task to carry out. As each child completes their task, she celebrates their success by clapping and thanking them. The childminder demonstrates how she begins to

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

prepare children for their move to other settings, particularly to nursery. She places a great deal of importance on children's developing independence and self-help skills. For example, children are encouraged to find their own box of clothes when they need changing and try to wash their hands in the basin. She also prepares children emotionally and socially by encouraging them to share, play cooperatively and make choices. Additionally, children are learning to be polite as they are encouraged to say 'please' and 'thank you'. As a result, children are beginning to understand the boundaries and expectations within the setting. Meal and snack times are very social occasions, as children sit in a circle of highchairs, facing each other, so that they can communicate and have eye contact with other children and nearby adults. This ensures that children make their onward moves with confidence.

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

There is a stimulating, well-resourced indoor and outdoor learning environment, which fully supports children's all round development and emotional well-being. Many resources and toys are at floor level for the youngest children, while older children are able to select their own resources from well-organised, low-level storage units. All children can access a wide range of age-appropriate books. The childminder plays a significant part in helping children to recognise dangers and know how to manage risk. For example, she closely supervises children as they crawl through a tunnel, reminding them that they must all go the same way to avoid bumping heads. Consequently, children are beginning to learn how to look after themselves.

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

The childminder effectively supports children to begin to develop a good understanding of a healthy lifestyle. For example, children wash their hands before eating. The childminder, along with her co-childminders, provides a range of healthy snacks and nutritious, well- balanced meals. Prior to children starting, the childminder gathers information on their dietary requirements and she strictly adheres to these and any specific medical needs. 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.

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provision

The childminder fully understands her roles and responsibilities in relation to the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a thorough understanding of child protection issues and knows how to keep children safe. The setting's comprehensive safeguarding policy details the procedures to follow and includes relevant information and contact details should the childminder or her co- childminders have any concerns. Suitability checks for all adults living and working on the premises have been undertaken. The childminder is aware of the importance of risk management and in collaboration with her co-childminders, conducts a daily risk assessment of all areas used by the children. As a result, children can play, eat and sleep safely at all times. The childminder follows procedures that support her good understanding of how to keep children safe. For example, she asks all visitors to sign in on

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provision

arrival and ensures that all doors and gates are closed and locked at all times. The childminder maintains a detailed record of where each child is asleep in the house, should there be a need to evacuate the building. She keeps thorough records. All of the legally required policies, procedures and records are in place for the provision. As a result, she fully promotes children's welfare and protects them from harm.

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provision

The childminder is well organised. She has worked hard to gain a good understanding of the learning and development requirements of the Early Years Foundation Stage. She understands fully how children learn and provides interesting activities to support their development. The childminder carefully monitors how well she covers all aspects of the curriculum and provides a well-balanced educational programme. As a team, the co- childminders also monitor children's development well to ensure that they make good progress in all areas. The childminder is committed to keeping her practice up to date. She acknowledges that she would like to continue to develop professionally through further training, so that children are best supported to reach the very highest levels of attainment. The childminder is enthusiastic and motivated to make improvements to the service. Since the last inspection, the childminder has further developed the safeguarding policy, so that

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provision

it is more informative for parents and she has improved her practice to value children's ideas more fully and build upon them. This demonstrates that the childminder is committed to the continuous development of the overall practice, in order to improve outcomes for all children.

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provision

The childminder plays a significant role in developing effective partnerships with parents, which fully support children's care, learning and development. She shares information during discussions when children are dropped off or collected. This effectively contributes to promoting continuity in children's care and development. In written feedback, parents comment that the communication book is always up to date, that any questions they have get an immediate answer and that they are impressed by the quality of the food provided at the setting. The childminder understands the importance of developing relationships with external agencies and other providers to ensure all children 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

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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 EY404619 Local authority Hertfordshire Inspection number 850582 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 18 Number of children on roll 22

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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

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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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