Nash, Sallyanne

Inspection date

Previous inspection date 05/12/2014 15/12/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder consistently responds to children's emerging interests and she plans activities that engage them for extended periods of time. Children enjoy their time in her care.  Children have high self-esteem as the childminder consistently praises them for their successes. They move on to school with confidence.  The childminder's safeguarding knowledge is robust. She understands her responsibilities and children's safety and welfare is always paramount.  Partnerships with parents are very good. The childminder has strong relationships with the parents and they are keen to recommend her to others.

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It is not yet outstanding because

 On occasion, the childminder gives children the answer to a problem rather than encourage them to solve it themselves. Therefore, she does not extend children's critical thinking to the very optimum.  The childminder does not always maximise opportunities to teach children how to use tools and equipment, such as age-appropriate knives, safely.

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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 the areas used for childminding in the childminder's home.

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Inspection activities

 The inspector observed children taking part in a range of activities and spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector checked the qualifications and evidence of suitability of the childminder and those over the age of 16 years living in the household.  The inspector looked at children's assessment records, policies and procedures.  The inspector conducted a joint observation with the childminder.  The inspector took account of the views of parents, as recorded in reference letters.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child, in a house in Potters Bar. The whole of 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, park and soft play centre on a regular basis. The childminder takes children to and collects children from local schools and pre-schools. She provides funded early education for three- and four- year-olds. There are currently six children on roll, four of whom are in the early years age group and they 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.

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

 extend children's critical thinking by encouraging them to solve problems independently

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

 maximise opportunities to teach children how to use tools and equipment safely, for example, cutting their own fruit at snack time.

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who attend

The childminder has in-depth knowledge of how children learn and as a result, the quality of her teaching is very good. She provides a stimulating environment that promotes learning through play. The childminder consistently responds to children's interests and preferences and she plans activities that excite and engage them. For example, children spend sustained periods of time engrossed in creative activities using a range of resources. Therefore, children are very happy at the setting and they enjoy their time in the childminder's care. She promotes children's understanding of numbers and quantity by encouraging children to count objects during play. For example, children count how many girls there are in the house, and include their doll and soft toy in the head count. The childminder encourages children to use mathematical language and they correctly describe the size and positioning of objects. This helps to develop their mathematical knowledge.

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who attend

The childminder introduces children to letters and sounds and they are able to find the letter their name begins with on a computer keyboard. Therefore, children gain an awareness of literacy from an early age. The childminder gives children regular opportunities to develop their social skills as she takes them to local toddler groups and activities within her childminding network. Consequently, the childminder prepares children very well for future learning in school.

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who attend

Children chat and babble happily with the childminder throughout their play. She makes comments about what they are doing and extends their language by introducing new words, such as, 'frothy' when she is describing the waves in the sea. The childminder reads children their chosen books and sings songs with them throughout the day. She encourages children to join in with repeated refrains, which they delight in. Children are keen to engage in conversations and talk about their interests and preferences freely. They share stories about their home life and community. The childminder listens to what children have to say and she gives them plenty of time to think about their responses to questions. Consequently, her gentle questioning and commentary stimulates children's language and understanding. However, on occasions, the childminder tells the children the answer rather than encouraging them to think for themselves. Therefore, the childminder

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who attend

does not consistently extend children's critical thinking and problem solving skills to the optimum.

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who attend

The childminder works in partnership with the parents to support children's learning and development, such as, using information they provide to assess children's starting points. The childminder completes the progress check for children between the ages of two and three years, which form part of the detailed assessments that she makes. She encourages parents to support children's learning at home and then share the successes that they have. The childminder has a good understanding of the children in her care and their learning and development. She identifies next steps that are challenging for the children and she offers support, if required, to enable them to achieve. Consequently, she ensures that children make very good progress towards the early learning goals.

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

The childminder is very caring towards the children and they have secure attachments with her. She consistently praises them for their successes, and as a result, children have high self-esteem. The childminder prepares children well for when they move on to school. Her supportive approach helps children to understand the important changes that they are making. The childminder fosters children's independence well. She works closely with the parents, which ensures that she knows the children and their needs very well. Consequently, the childminder consistently promotes children's emotionally well-being and they move on to school with confidence.

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

Children play outside in the fresh air and they have access to equipment, such as, climbing frames and ride-on toys, that build their larger muscles. This enables children to learn to move in a variety of ways. The childminder is vigilant in sustaining good hygiene practices. She washes her hands regularly and she wipes children's noses, as soon as they need it as well as encouraging them to do it independently, where possible. Children tell the childminder when they are hungry and she provides healthy and nutritious food for them. Therefore, the childminder promotes children's understanding of the importance of a healthy lifestyle.

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

The childminder consistently reinforces positive behaviour and children develop an awareness of what is expected of them. She gently reminds them to say 'please' and 'thank you' and she role models how to play cooperatively with each other. Consequently, children's behaviour is very good. Children begin to develop an awareness of how to be safe as the childminder explains the risks of what they are doing. For example, the childminder asks them to sit down properly when they are eating until they have finished to prevent them from choking. However, there is scope to promote children's understanding further by allowing them to practise safety measures, such as cutting their own fruit at snack. Therefore, children do not consistently learn how to use tools and equipment safely.

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provision

The childminder has a thorough understanding of the Early Years Foundation Stage and she ensures that the legal requirements are consistently met to a high standard. Her knowledge of current child protection issues is strong and she fully understands the procedures that she must follow if she has a concern regarding a child's safety and welfare. The childminder carefully considers the accidents that could occur in both her home and on outings, and she takes precautions to minimise these risks. This includes following a checklist when she is getting ready to go on an outing to ensure that she is fully prepared. She has recently updated her first-aid qualification and this enables her respond to accidents with current knowledge. The childminder shares important information with parents about allergies. She provides them with the recipes for all the meals that she makes for the children and highlights the ingredients that are possible

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provision

allergens. Consequently, the childminder ensures that children's safety and welfare is always paramount.

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provision

The childminder attends regularly training courses to extend her knowledge. For example, she has recently attended a workshop called 'Communication with babies'. This taught her songs to sing with young children to help them to develop their speech and say words correctly. Consequently, the childminder uses the knowledge that she gains through training to enhance the quality of her teaching and this has positive impact on children's learning. Since the last inspection the childminder has improved her documentation and how she plans for children's next steps in learning. She monitors children's learning closely to ensure that they are making good progress. This demonstrates her commitment to continuously improving the standard of her teaching and care to promote children's individual needs.

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provision

The childminder works with other settings that children attend. They share the learning journey documents with each other and this extends her knowledge of the children in her care. Partnerships with parents are very strong. The childminder offers advice and support, if required, and they work together to promote children's individual needs. Parents say that the childminder is 'amazing and worth her weight in gold.' They state that they are 'delighted' with everything she does and they are very keen to recommend her to other parents.

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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 130198 Local authority Hertfordshire Inspection number 854209 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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