Childminder in Hertfordshire

Inspection date

Previous inspection date 11/12/2014 03/02/2009

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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 produces detailed assessments of children's learning and development. These illustrate the good progress that children are making towards the early learning goals.  Children's behaviour is very good because the childminder consistently reinforces what she expects of them. They develop an awareness of how to play safely and cooperatively with their peers.  The childminder is knowledgeable of current safeguarding issues. She is confident in her role and she protects children's safety and welfare at all times.  Partnerships with parents are strong. The childminder consistently involves parents in children's learning and she uses the information that they give her to meet children's individual needs well.

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It is not yet outstanding because

 The childminder does not always ensure that planned activities and the learning environment are fully resourced to enhance children's enjoyment and learning to the optimum.  On occasions, the childminder provides children with the answer to a question rather than encourage them to think for themselves.

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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 spoke to parents and has taken account of their views, as well as those recorded in reference letters provided by the childminder.

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Information about the setting

The childminder was registered in 1977 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Potters Bar, Hertfordshire. The whole ground floor of the house and the rear garden are used for childminding. The family has two rabbits and 12 birds as pets. 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 and takes children to and collects them from local schools and pre-schools. 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 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She supports children who speak English as an additional language and provides funded early education for three- and four-year-olds.

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

 optimise children's enjoyment and learning by ensuring that the continuous provision and planned activities are always well resourced to enable children to follow to their emerging interests independently

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

 maximise opportunities to develop children's thinking skills, for example, by asking supportive questions, such as open questions that require more than a 'yes' or 'no' answer, and encourage them to think of the solutions to problems by themselves.

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who attend

Children enjoy their time at the setting because the childminder provides a welcoming environment that promotes learning through play. She is knowledgeable about how children learn and she ensures that there is a balance of child-initiated play and good quality adult-led teaching. Children are able to access the toys that are available freely and they make choices about what they want to play with. However, the childminder does not always ensure that the continuous provision and planned activities are fully resourced and, therefore, she does not consistently maximise children's enjoyment to the optimum. For example, children cannot freely access role-play resources to promote their imaginative play. The childminder promotes the cultures of the children in her care and teaches them about the celebrations that are important to them, through fun and engaging activities. For example, children enjoy making gingerbread men and crowns while learning about the

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who attend

Swedish festival of St Lucia. The childminder uses information that one of the parents has shared and also a book to talk to children about the Swedish tradition. This helps to develop all children's understanding of the world.

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who attend

The childminder promotes opportunities to count objects with children during play, which helps them to learn to count in sequence. She uses words, such as 'big' and 'little', to describe tools that children are using when making the gingerbread men. This helps to increase their use of mathematical language. However, on occasion, the childminder does not develop children's understanding of shape and size. For example, she does not ask them to differentiate between the objects and name which one they think is the bigger of the two, and instead gives them the answer. As a result, children do not always learn to think for themselves. The childminder supports children to develop their speech and understanding. She makes comments throughout play and repeats what children say to role model how to say words correctly. The childminder sensitively communicates with all children, including those who are learning to speak English as an additional language, and

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who attend

she listens to what they have to say. She asks parents to provide key words in their home language to enable her and she uses flash cards to help children to communicate their needs. The childminder regularly takes children to group activities, where they learn how to socialise with their peers. Consequently, the childminder supports children to develop important skills and this prepares them well for future learning in school.

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who attend

The childminder completes detailed assessments of children's learning and development that illustrate children's starting points, and help parents to identify their child's ongoing progress. This includes the progress check for children aged between two and three years. The childminder regularly meets with parents to discuss the good progress that their children are making towards the early learning goals and how they would like her to further support children's individual needs. She gives them ideas of how they can promote children's learning at home, such as reading stories to them. The childminder works very closely with the parents and, therefore, this enhances her partnerships with them.

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

The childminder's caring and loving nature ensures that children develop secure attachments with her. She speaks to them respectfully and she is empathetic towards their needs. The childminder makes children feel important as she praises them for their successes, which raises their self-esteem. Prior to children attending her setting, she gains a wealth of information from their parents to help them to settle in. For example, she finds out their likes and dislikes and then plans activities that she knows they will enjoy. As a result, children feel content quickly in her care and they learn and develop with growing confidence. The childminder promotes children's emotional well-being and she prepares them well for their future.

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

Children behave very well because the childminder consistently role models the good behaviour that she expects of them. For example, she supports them to share toys and, as a result, they begin to gain an awareness of playing cooperatively with their peers. The childminder discourages younger children from throwing toys and explains that this could hurt one of their friends. This helps to develop children's understanding of playing safely. Children learn to take risks in their play during their regular trips to the park as they learn to walk up the steps and balance while climbing and swinging on the equipment. The childminder fosters children's independence and she encourages them to do things for themselves. For example, children are able to use the toilet and wash their hands without help. They learn about the importance of washing their hands correctly as the childminder talks to them about washing the germs off to stop them from becoming ill. Each child has

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

their own hand towel, which minimises the spread of infection. Children play outside in the fresh air and exercise on a daily basis. They develop good physical skills playing in the garden or at the park and going for walks around the local area. The childminder asks parents to comply with her healthy eating policy and provide meals that are nutritious. Children have a choice of fruit that they can have at snack time and the childminder plays games with them to develop their understanding of foods that are good for them and those that are not. Therefore, the childminder promotes the importance of healthy lifestyles to children.

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provision

The childminder is knowledgeable about current safeguarding issues. She is confident in her responsibilities to keep children safe from harm, including from the inappropriate use of technology. All visitors, as well as parents, are not permitted to use their mobile phones in the setting and she has posters on display as a reminder. The childminder ensures that her home is a safe environment for children to play and learn in and she is vigilant when they go out for walks or outings in the local area. She responds to children's accidents with up-to-date first-aid knowledge and she provides parents with information leaflets if children suffer any kind of head injury. This helps parents to understand of what symptoms they need to be mindful. Consequently, the childminder consistently protects children's safety and welfare very well.

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provision

The childminder has comprehensive knowledge of the Early Years Foundation Stage and she meets the legal requirements to a good standard. She is dedicated to continuously improving, in order to benefit children's learning and development. Since the last inspection, the childminder has developed how she assesses children's learning and progress towards the early learning goals. She regularly evaluates the quality of the educational programmes, teaching and care, and she identifies how she can improve. For example, the childminder is keen to attend training sessions to develop her knowledge and extend the support that she provides to children. She has recently attended a workshop about communication with babies and young children and she uses the information gained to enhance how she shares stories with children. Consequently, training has a positive impact on children's development as the childminder uses what she

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provision

learns to improve the quality of her teaching and care.

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provision

The childminder understands the importance of working in partnership with others to promote children's learning and development. She collaborates with professionals at the local children's centre and she uses the advice they give her to support children's individual needs. The childminder's partnerships with parents are very good. Their regular communication and the childminder's approachable nature ensure that they have trusting relationships. Parents say that the childminder is 'fantastic' and that their children are 'happy and well looked after' in her care.

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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 130155 Local authority Hertfordshire Inspection number 874862 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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