Childminder in Hertfordshire

Inspection date

Previous inspection date 03/11/2014 15/01/2009

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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 safeguards children well. She ensures that both herself and her assistants have attended safeguarding training. This supports the childminder in having a good understanding of the procedure to follow if she has any concerns.  The childminder has a good understanding of how children learn. She follows their interests and plans activities that engage children and promote the characteristics of effective learning as well as the next steps in their learning.  The childminder has a strong partnership with parents. She provides an effective two- way exchange of information, regarding children's daily care through discussion, the daily diaries and text messaging.  The childminder uses good teaching methods. She knows when to intervene and offer suggestions, and when to give children the time and space to work things out for themselves.

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It is not yet outstanding because

 The information gathered from parents when babies and children first start is linked mainly to children's care needs and does not focus as effectively on what children know about and can do home.  The childminder has not fully explored further ways to share information with other providers where children attend more than one early years setting.

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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 observed activities in the childminder's house and talked with the childminder.  The inspector conducted a joint observation with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires and reference letters.

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Inspection activities

 The inspector reviewed the provider's hardcopy self-evaluation form as provided at the inspection.

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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 a house in High Cross, a village between Ware and Puckeridge. The whole of the ground floor, two rooms on the first floor and the rear garden are used for childminding. The childminder works with two part-time assistants. The family have two dogs and two cats, although the dogs are out of the house during the day. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. There are currently nine children on roll, seven of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.45am to 6pm, Monday to Friday, except bank holidays and family holidays. She 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 already successful strategies used to engage with parents so that the information gained when older children first start has a sharp focus on learning and development

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

 explore ways to establish strong links with other early years providers to promote consistent learning experiences for those children who attend more than one setting.

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who attend

The childminder has a good understanding about how children learn and she shapes the activities in accordance with this. She regularly offers them choices and there is a wide range of good quality resources and activities available to them. As a result, children are motivated and engaged in their learning. The childminder extends children's speech and language by modelling language and using open-ended questioning. For example, she asks them about what items they will need to make a cup of tea, as they play at the toy kitchen. Young children enjoy putting the dolls to bed and the assistant repeats the words the children use, such as blanket. Children have favourite books, which they choose from the bookshelf independently. The childminder encourages them to repeat the familiar phrases and praises their efforts. She effectively promotes children's motivation and exploration. For example, she notices children's interest in trying to fit objects into boxes

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who attend

and so delivers an activity with items hidden in lots of different sized and shaped boxes. Children show curiosity as they predict what might be in each box and whether it makes a noise when they shake it. They use their previous learning experiences of threading when they encounter difficulty in threading string through the bells and then discover a cotton reel in one of the boxes to use instead. Children have sufficient time to practise and reinforce what is being taught to them and the childminder is clearly aware of when to intervene in their learning and when to refrain. Children are fully engaged in the activity and match the individual lids with the boxes to hide the items again. Consequently, teaching and learning is effective. The childminder encourages children to listen to sounds outside and see if they can guess what they are. She promotes their understanding of the world as they watch the birds in the garden and then tally up how many different types

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who attend

they see, comparing them to the pictures displayed. Children enjoy lots of countryside walks, and collect natural materials, which they then use in art activities. For example, they make scarecrows with straw found on the farm.

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who attend

Children play with resources which support their development across the seven areas of learning. The childminder provides many age-appropriate toys to support their early literacy, maths and physical development. For example, they talk about the date and what the weather is like and update their calendar. Children are beginning to recognise initial letters around the room and their name on their beaker, they enjoy finding the letters in their name in their alphabet spaghetti. The childminder uses mathematical language when children put on the dressing up shoes, talking about pairs and suggesting they try them on the other foot as they might fit better. Children enjoy making marks as they paint water on the patio and then use crayons to draw. The preparation for their move to other settings, such as school, is well-promoted by the childminder. For example, she devises games for children to promote their number recognition and learning to follow

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who attend

instructions. Children pick a number or instruction on the board, and then have to find the number of items around the room or perform the action stated, such as jumping on the spot. She regularly talks to children about school and what it is like to attend. Therefore, children are ready for the transfer to school when the time comes.

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who attend

The childminder creates a learning journal for each child in her care. She gains some basic information from parents about children's abilities and completes her own initial assessment of children's ages and stages of development, when they start with her. She uses this to identify what level they are at and if there are any gaps in their development. The childminder uses this information to plan exciting and challenging activities to try to close these gaps and build on children's emerging skills. However, she has mainly cared for babies. Consequently, she has not explored how to collect more detailed information about what older children know about and can do at home, to enhance the accuracy of their first assessment. She records observations about the children, along with photographs in their learning journal. The childminder has a good understanding of the children's next steps and ensures these are covered in the activities that she arranges. As

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who attend

a result, children make good progress. The childminder periodically reviews children's progress and invites parents to comment on their child's learning, both verbally, and using the parents' page in the learning journal. The childminder uses the daily diaries and discussions with parents to suggest ideas for how they can support their child's learning at home. She has completed detailed progress checks for children aged between the ages of two and three years when necessary and shared these with parents and health visitors.

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

The childminder has strong bonds with the children that she cares for. They happily go to her for affection and reassurance and thrive on her attention. Her home is a warm and welcoming environment and children enjoy the time that they spend there. The childminder has a genuinely enthusiastic approach to childcare and highly values the work she does with the children. Children separate from their parents with ease because they feel safe and secure with the childminder. As a result, children's well-being is supported. The childminder works closely with parents in regard to children's care needs. There is a settling-in procedure in place, where parents are invited to attend with their child and get to know the childminder. This covers specific routine times such as sleeps and mealtimes so that the childminder has a clear understanding of the child's needs at these particular times. She completes an 'All about me' form during the first few sessions, which includes

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

information about the child's favourite toys, comforters, what makes them happy and sad, and their family members. The childminder has also developed a book of family photographs for each child that she uses to help settle children as they are reassured by the sight of familiar adults that they can relate to. The childminder and parents use a daily diary to share information regarding the children's routines and daily care needs. Therefore, children's well-being is promoted well. The childminder encourages children to be independent. For example, they wash their hands and face after eating and enjoy spreading butter on their toast and cutting up their banana. Children practise dressing and undressing themselves, such as when they have used the paddling pool. Young children are beginning to indicate when they need a nappy change and will go to the changing mat. Therefore, they are becoming aware of their own personal needs and developing

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

their self-care skills. Children are developing an understanding of their own personal safety. This is because the childminder reminds them about how to be safe as they get out of the car and to open doors carefully in case of little fingers being trapped. The childminder gives careful explanations about why certain behaviour is unsafe. The childminder introduced a traffic light set, as she observed children riding toys around the patio table, using it like a roundabout outside. Consequently, children can develop their awareness of road safety further, while playing in the garden.

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

The childminder encourages children to enjoy a healthy diet. Although parents provide all meals and snacks, she ensures that she discusses the dietary needs of children with parents. For example, she encourages them to provide more variety of foods to prepare children for when they start having school dinners. The childminder introduces simple games to encourage children to eat, when they are reluctant, and children begin to show an interest in the other foods around them. The childminder promotes their understanding of healthy eating as they grow tomatoes and carrot tops and enjoy smelling the different herbs in the garden. She supports them to learn about how and when to wash their hands appropriately before eating and after playing outside, and why they need to brush their teeth after eating. The childminder implements an effective procedure for children who are ill and children are reminded to cover their mouths when they cough. As a result,

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

children's health and well-being is supported and they are beginning to understand the importance of a healthy lifestyle. Children get plenty of fresh air and exercise because the childminder ensures that they visit parks, go for walks or play in the garden every day. They also attend various groups, which offer physical activities, and the childminder often sets up obstacle courses indoors. Consequently, children's physical development is well promoted. The equipment in the childminder's home is suitable and age appropriate. Toys are easily accessible in labelled storage boxes and are clean and well maintained.

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

Children are well supported in preparing to move to other settings and school. The childminder shares books with them about starting school, which they can take home and read with their parents. She talks to them about starting school and they attend social events that the school hosts whenever possible. Children attend several toddler groups and meet up with other childminders and their children, which helps them to learn important life skills, such as working together, socialising and taking turns. The childminder keeps in contact with parents throughout the day by text message. This ensures that they have the latest information about their children and are able to actively support their needs, even while not being present. Children behave appropriately. This is because any instances of poor behaviour are dealt with calmly as the childminder comes down to the child's level and reminds them about what is acceptable. The childminder

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

gives children strategies to solve their own disputes. For example, she suggests that they give the baby another toy to distract him instead of snatching the toy back. As a result, children mirror these characteristics and are generally kind to one another.

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provision

The childminder gives a high priority to safeguarding the children in her care. She has robust policies in place, such as safeguarding, complaints, and health and safety, which support her in ensuring that children are consistently cared for to a good standard. The childminder and both of her assistants have attended safeguarding children training, and demonstrate a clear understanding of how to recognise the signs and symptoms of child abuse and where to report any concerns that they may have. The childminder implements a safe procedure for the use of cameras and mobile phones in the setting. She conducts regular risk assessments of her home and garden to make sure that any environments that the children use are safe and secure. All adults living or working on the premises have been vetted. The childminder and her assistants hold a current first-aid certificate and public liability insurance is in place. She has created a fire evacuation plan and regularly

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provision

conducts fire evacuation practices with the children. All the necessary parental permissions and documentation is in place to support the childminder in her effective practice. As a result, the safeguarding and welfare requirements are promoted well.

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provision

The childminder's training and qualifications enable her to have a good understanding of childcare. Both the childminder and her assistants have attended the childminding conference, which has had a positive impact on the way that she works, in particular, with gaining ideas for activities. She keeps a training log and completes an evaluation each time to ensure she is gaining as much as she can from the training attended and can implement this knowledge into her daily practice. As a result, the childminder has a well- organised, regular and effective professional development programme. The childminder is a member of a childminding organisation and a local childminder network. Through these sources, she receives information which she uses to keep her knowledge up-to-date. She adapts her practice appropriately when legislation changes. Therefore, the learning and development requirements are monitored appropriately. The childminder has a good

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provision

process for evaluating her practice as she is aware of her strengths, and those of her assistants and uses these to the best advantage. For example, one of the assistants is creative and has some good ideas for craft activities with the children. The childminder has an action plan that she uses to support the continuous improvement of her service. It lists planned training, along with improvements she would like to make. For example, she would like to attend further training on child development and enhancing her methods for assessment to link observations with aspects of learning more effectively. This means that she is effectively reflecting and striving to give the children the best possible care that they require.

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provision

Partnerships with parents are good and their feedback is consistently positive. Parents are very happy with the care that their children receive and comment about how well their children have been prepared for starting nursery. Parents are invited to contribute to the way in which the childminder delivers her childcare service, by completing questionnaires regularly. The childminder uses this information to improve and update her practice in the identified areas. Children's views are taken into account on a daily basis, because the childminder asks them if they enjoy activities and what they would like to do next. The childminder is not currently caring for children who attend more than one setting. She has utilised good strategies in the past to share information with other early years settings about children's well-being. However, she has not fully explored ways to enhance the consistency of children's learning experiences when it becomes necessary.

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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 127906 Local authority Hertfordshire Inspection number 854181 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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