Childminder in Hertfordshire

Inspection date

Previous inspection date 10/12/2014 01/10/2008

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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 very clear understanding of children's abilities and carefully plans for their next steps in learning. She teaches young children the key skills they will need to support their future learning. As a result, they make good progress in their learning and development.  Children form close bonds with the childminder and they are treated as part of the family. As a result, they happily explore and try new experiences.  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 is committed to continual improvement. She reviews her practice and attends regular training so that she provides good quality care and learning for children.

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It is not yet outstanding because

 The childminder has not fully explored the opportunities for younger children to be able to extend their learning, for example, by providing a range of natural materials for them to explore.  The childminder occasionally does not maximise opportunities for younger children to be able to express their thoughts, for example, by providing more pictures and photographs of familiar items, and objects that they are interested in.

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

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Inspection activities

 The inspector viewed all areas used by children. She also carried out a joint observation with the childminder.

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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.  The inspector took account of parents' views expressed in thank you cards.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child in Borehamwood. The whole of the ground floor is 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 five 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 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of a professional association for childcare.

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

 build further on younger children's learning by providing opportunities for them to explore natural materials, so that they have even more rich, varied and imaginative experiences

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

 provide more opportunities for younger children to express themselves by using, for example, familiar objects, photographs and pictures to introduce new words and encourage responses from children.

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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. Since her last inspection, she has increased her knowledge and understanding of the Early Years Foundation Stage. As a result, she continually reviews her observation and assessment systems. The childminder knows children in her care very well. For example, she obtains detailed information from parents, such as children's interests, their likes and dislikes and what they can do. The childminder uses this information along with her initial assessments and ongoing observations to identify what the next steps in children's learning are. She is aware of the need to carry out the progress check for children aged between two and three years, to plan for the next steps in their learning. She knows about the requirement to share this with parents when the time comes so that any identified gaps in children's learning can be

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who attend

discussed and supported. The childminder shares information about their children's progress through regular discussions with parents. She also regularly shares their child's learning journal. These contain photographs of the child's achievements, details of progress and observations of activities. Parents enjoy seeing these and they are encouraged to add their own comment. This means that they are involved in their children's learning. The childminder ensures she gains information about children's achievements at home so that this is used to support children's learning. For example, when children reach milestones, such as walking, she supports this so that they develop even more confidence within her home and garden.

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who attend

Children display good characteristics of effective learning when they freely help themselves to the generally wide range of interesting resources set out for them. They particularly enjoy exploring interactive toys and discovering how these operate. The childminder is a good role model and uses effective teaching strategies to help children learn and develop. For example, she sits alongside them and provides a running commentary during their play. In addition, she demonstrates how to operate a microphone and a musical toy. As a result, children copy her actions and repeat what she says; they then successfully use the interactive toy. This helps children make connections in their learning and supports their independent learning. The childminder follows children's lead; she introduces new words, such as 'ready, steady, go' and younger children attempt to copy her. This supports their language development. The childminder

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who attend

regularly reads stories to children and she takes them to the library so that they can choose favourite books. This embraces children's love of books and helps support children's early reading skills. The childminder has several posters and artefacts displayed that create topics for discussion. However, these are at a high level. The childminder has not considered extending younger children's learning even further by having pictures of items that they are interested in displayed at a lower level. Therefore, they cannot make full use of these to develop their emerging language skills.

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who attend

Children easily access crayons, pens and paper. They enjoy drawing and colouring, which helps the muscles in children's hands to develop. This is important for developing children's early hand writing skills. The childminder introduces some aspects of sensory play to children, such as water and dough. Children also enjoy taking part in art and craft activities when they meet with other childminders and their minded children. This aids children's readiness for the next stage in their learning as they learn to use a range of tools, such as glue and scissors. However, the childminder has not fully explored extending their learning further by providing more planned opportunities for younger children to explore a wider range of natural materials. Children learn about the local environment by going on interesting outings and visiting nearby parks. For example, the childminder takes children on trips to animal parks to extend their knowledge and

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who attend

understanding about the world around them.

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

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. As a result, children are very motivated to explore the resources set out for them. They engage actively in learning because the childminder continually offers reassurance to them during their day. Therefore, children are cared for in a nurturing and caring environment. Children's routines, interests and dietary needs are discussed and recorded before children start. The childminder takes positive steps to help children make a comfortable and smooth move from their home into her care. For example, children are able to sleep according to their preferences and needs. The childminder regularly discusses children's changing needs with their parents. This means that there is a continuity of care between children's parents and the childminder. Consequently, the

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

childminder is able to effectively support children's welfare and learning needs.

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

Children are encouraged to behave well and clear boundaries contribute to this. For example, older children are involved in the creation of the house rules and how they like to be treated. Children's posters on the wall remind all children about this. The childminder has a very calm manner and speaks softly to children at all times. In addition, she uses effective behaviour management strategies, such as praising children for achievements, no matter how small, using stickers as rewards and giving explanations. The ages and level of understanding are always considered when dealing with any behaviour issues. The childminder works closely with parents, so that consistent messages are delivered to children. The childminder meets up with other childminders and their children, in their homes and at age-appropriate groups, such as at the nearby children's centre. This means that children are able to mix with others outside of the setting. As a

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

result, they learn to play cooperatively among other children. This develops their social skills and confidence. This also contributes effectively to promoting children's emotional readiness for the next stage in their learning, such as starting school. The childminder regularly rotates her resources and continually reviews these to ensure they are suitable for the ages and developmental needs of the children attending.

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

Children are developing a good understanding of health and safety. For example, they learn about keeping themselves safe on outings and when walking to and from school. They are able to take risks in their play when they visit soft play areas and local parks. During these times, they practise their physical skills, such as running and climbing on the large play equipment. They also have daily opportunities to play in well-resourced garden, where they enjoy riding wheeled toys and ball games. Meals are generally provided by parents and the childminder provides healthy snacks, such as fruit and vegetables. The childminder grows some of these with the children so that they learn about a healthy lifestyle. Dietary needs are well known and the childminder works closely with parents to ensure that children have a balanced and nutritious diet. Meal times are a sociable occasion and the childminder encourages good manners. The childminder ensures

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

children's hands are washed before meal times and after toileting. As a result, children are developing independence in their personal hygiene skills.

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provision

The childminder understands her role and responsibilities to meet the requirements of the Early Years Foundation Stage. She has a secure understanding of safeguarding procedures, such as the possible signs that children may be at risk and how to respond to concerns. The childminder displays safeguarding information in her home so that information, such as contact telephone numbers of external agencies, are easily available. She attends regular safeguarding training and ensures new knowledge gained is implemented and included in her policies. These are shared with parents so that they are well informed about her role and responsibilities to protect children's welfare. The childminder helps to protect children from harm by completing detailed risk assessments for all areas used and outings. She includes each child in the process by considering their age and stage of development. This means that identified hazards are quickly reduced.

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provision

She ensures her doors and garden are secure so that children are kept safe. Children are always within sight and sound so that they are kept safe.

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provision

The childminder has successfully addressed the recommendations raised at the last inspection. For example, she has extended her knowledge and shares information with parents about children's progress. The childminder demonstrates a clear commitment to constantly developing her practice. For example, she effectively uses the local authority to ensure she keeps up to date with new legislation and to access training, such as safeguarding. In addition, she effectively monitors the educational programme and she is an active member of a childminding network group, where good practice is shared. She evaluates her practice and takes into consideration parents and children's views through discussions and observations of children.

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provision

The childminder offers a flexible service to suit the needs of parents and their children. Discussions about children's ongoing progress and their care needs take place regularly. Comments from parents are very positive. For example, thank you cards show their appreciation of the time their children have spent with the childminder. Parents feel relaxed and comfortable with the childminder. As a result, they feel confident to discuss any issues. The childminder provides detailed information for parents about the care, learning and development of children and how the setting is run. This includes an informative pack explaining the Early Years Foundation Stage and supports children's learning and development. The childminder develops links with other providers of the Early Years Foundation Stage who also care for the children. This ensures she has an awareness of children's progress and next steps in learning. The childminder is aware of

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provision

the importance of engaging in partnership with other agencies to ensure appropriate interventions for children who may need additional support.

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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 129956 Local authority Hertfordshire Inspection number 874854 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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