Childminder in Hertfordshire

Inspection date

Previous inspection date 09/12/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 plans interesting and exciting activities that engage children for sustained periods of time. They make very good progress towards the early learning goals, given their starting points.  The childminder supports children very well during difficult and important changes in their lives. She consistently promotes their emotional well-being.  The childminder's safeguarding knowledge is robust. She keeps children safe from harm and protects their welfare very well.  Partnerships with parents are strong as the childminder is very supportive towards the families that access her provision. The children in her care benefit from the consistent approach that the childminder and their parents have in place to promote their individual needs.

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It is not yet outstanding because

 The childminder does not always ensure that the excellent natural, household and sensory resources that she has, are continuously available for children to access independently to support their learning in this area to the very optimum.  On occasion, the childminder does not role model to younger children the good behaviour that she expects of them, for example, to say 'please' and 'thank you' when they are given something.

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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.

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Inspection activities

 The inspector looked at children's assessment records, policies and procedures and the childminder's self-evaluation form.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents, as recorded in reference letters provided by the childminder.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, in a house in Markyate. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has two dogs, two cats and five fish as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, park and takes children swimming 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, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of

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Information about the setting

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 children's learning to the very optimum by ensuring that they have continuous access to the already excellent range of natural, household and sensory resources in place to explore independently

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

 extend younger children's understanding of the behavioural expectations of the setting further by consistently promoting their good manners.

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who attend

Children arrive happily at the setting and they enjoy their time there. The play room is bright and welcoming for the children. The childminder enables children to learn through play and she provides an equal mix of adult-led and child-initiated learning experiences. She has in-depth knowledge of how children learn, and as a result, the quality of her teaching is very good. The childminder consistently promotes children's understanding, thinking and language. Her knowledge of baby signing enables younger children to communicate with her and make her aware of their needs. She makes comments throughout play, reads children a range of stories and sings songs to them. Children show their enjoyment by smiling and laughing. Therefore, the childminder supports children to develop communication and language skills so that they can share their thoughts and feelings freely with others. She takes them to group activities, which gives them the

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who attend

opportunity to socialise with other children. This supports them to develop important skills that they need and prepares them very well for future learning in school. The childminder promotes children's awareness of numbers and colours from an early age. She counts objects with them, such as, how many musical instruments a child has, and repeats this throughout play. Older children use mathematical language confidently, for example, they tell the childminder that they have made 'two halves.' Younger children show their delight when the childminder sets out the treasure baskets full of interesting resources. They explore the different textures and remain engaged for a sustained period of time. However, the childminder does not ensure that children have continuous access to the excellent natural, household and sensory resources that she has at all times. Therefore, she does not always maximise opportunities to stimulate children's exploratory

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who attend

play and enhance their learning to the very optimum.

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who attend

The childminder has strong knowledge of children's abilities and interests. She plans interesting and exciting experiences that support their next steps in learning. As a result, children make very good progress towards the early learning goals given their starting points. The childminder produces precise assessments of children's learning and development, including the progress check for children aged between two and three years. These are readily available for parents, who are encouraged to contribute by sharing their observations from home. The childminder consistently involves parents in children's learning and she uses the information that they give her to meet children's individual needs effectively.

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

The childminder is very caring and loving towards the children. They have secure attachments with her and feel very comfortable in her care. The childminder communicates regularly with parents, and the two-way flow of information ensures that children's care needs are effectively nurtured. She is very empathetic towards children's individual needs and supports them during difficult and important changes in their lives very well. The childminder seeks advice from other professionals, so that she can provide the best possible care. She consistently praises children for their achievements and the progress that they make. For example, she warmly tells a younger child how clever they is for feeding themselves. Consequently, the childminder's sensitive approach to caring for children consistently promotes their emotional well-being, and ensures that they move on to nursery or school with confidence.

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

The childminder fosters children's independence well. She encourages them to make choices about their play and she responds to their emerging interests by providing additional resources. Children's behaviour is very good. They begin to develop an awareness of playing cooperatively with each other, as the childminder is a positive role model and she demonstrates to them how to share toys. There is, however, scope to further extend younger children's understanding of the behavioural expectations within the setting. For example, the childminder does not consistently say 'please' and 'thank you' to them when giving them something even if they do not repeat it.

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

The childminder holds a qualification in 'Nutrition and health' and she is passionate about providing healthy and nutritious meals for the children. She encourages children to try new foods and gives them choices about what they would like to eat. For example, they choose from a wide range of fruits what they would like for dessert. The childminder promotes good hygiene practices and she reminds children what they need to do after going to the toilet if they forget and why. Children learn that they need to wash the germs off their hands so that they do not become ill. Each child has their own coloured towel to use, which minimises the spread of infection. Children play outside in the fresh air several times a day, and the childminder has a range of resources in her garden to promote their development. She takes children to the local parks several times a week and they learn to move in a range of ways when using the big pieces of equipment. This helps children to

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

develop their larger muscles and take risks in their play as they climb and balance. As a result, the childminder consistently contributes to children's healthy lifestyles.

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provision

The childminder has a thorough understanding of the Early Years Foundation Stage, and as a result, she consistently meets the legal requirements to a high standard. The childminder's safeguarding knowledge is robust. She is fully aware of the signs and symptoms that would cause her to be concerned and who she must report her concerns to. The childminder understands her responsibilities to protect children from harm, including from the inappropriate use of technology. She completes daily checks of her home and garden before children arrive, which ensures that it is a safe environment for children to play and learn in. On outings, the childminder carefully considers the hazards that could cause an accident and she puts strategies in place to minimise these risks. For example, she walks a particular route that has plenty of space on the pavements when she collects children from local nurseries and schools. The childminder has recently

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provision

refreshed her first aid qualification and she responds to accidents with up-to-date knowledge. Consequently, the childminder consistently protects children's safety and welfare.

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provision

The childminder evaluates the quality of the educational programmes, her teaching and care regularly, and sets herself targets of how she can develop to an even higher standard. This demonstrates her dedication to continuously improve for the benefit of the children in her care. The childminder is enthusiastic and keen to extend her knowledge further. She has recently attended a training workshop called 'Baby calm', which has increased her understanding of supporting young children's emotional well-being. Training has a positive impact on children's learning and care, because the childminder uses the information and implements the ideas that she gains into practice.

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provision

The childminder works closely with other providers where children attend and they share information about the children's learning and development. She is fully aware of the importance of these collaborative relationships and she works hard to build them. This helps to develop a consistent approach to teaching and learning for the children in her care. Partnerships with parents are very strong. The childminder is extremely supportive to the families and this is evident from the many complimentary letters that they give her. Parents state that their children are 'well-stimulated' and 'always really happy.' They say that it is 'fantastic' how the childminder always makes their children 'feel like part of her own family.'

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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 EY450858 Local authority Hertfordshire Inspection number 904469 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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Name of provider

Date of previous inspection not applicable

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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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