Childs, Angela

Inspection date

Previous inspection date 15/12/2014 17/01/2011

p.1

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

p.1

This provision is good

 The childminder plans activities and experiences that reflect children's interests and that engage them for extended periods of time. Children enjoy their time in her care.  The childminder builds warm and close attachments with children. She gathers detailed information about them and their care routines to meet their needs effectively.  The childminder has a secure understanding of her role and responsibility in protecting children from harm. Consequently, the safeguarding and welfare requirements are met effectively.  The childminder establishes strong partnerships with parents. She gathers information about the children's learning to support her in identifying their starting points, in order to enable her to plan for their development. The childminder considers parents' views in supporting her to effectively reflect on her practice.

p.1

It is not yet outstanding because

 On occasion, the childminder does not give children time to think and formulate their own answers to problems. Therefore, she does not extend children's critical thinking to the maximum.  The childminder does not always organise the resources to support children in making choices about what they play with or enable them to access toys and equipment independently.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder and the children throughout the inspection.  The inspector viewed the areas of the premises and garden used for childminding.

p.2

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.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector reviewed the childminder's hardcopy self-evaluation form as provided via email to the inspector.

p.2

Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult daughter in a house in Ware. The whole of the ground floor, a bathroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She takes children to and collects children from the local schools and pre-schools. There are currently five children on roll, four 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 6pm, Monday to Friday, except for bank holidays and family holidays.

p.3

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

 maximise opportunities to extend children's critical thinking by giving them the time and encouragement to answer and solve problems independently

p.3

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

 review the organisation and storage of resources so that children are able to access, select them more easily and make choices about their play.

p.3

who attend

The childminder has a clear understanding of how children learn. She promotes learning through play as she plans a wide range of stimulating activities and experiences that reflect their interests and, therefore, engage them. For example, children spend sustained periods of time engrossed in creating spiders with playdough, using a wide range of tools. She promotes children's language skills, as she engages them in conversations, talking about their experiences outside her setting and introducing new vocabulary. For example, during a conversation about making bread, she describes to the children what happens when the bread rises. Children enjoy craft activities at the groups they attend, such as exploring shredded paper and cornflakes. The childminder notices this and builds on this exploratory play, by providing a tray of rice with funnels and containers. Children develop their understanding of how information communication technology equipment works as

p.3

who attend

they operate the toy radio and competently use the keyboard on the laptop. Consequently, the quality of teaching is generally good and children fully enjoy their time with the childminder. On occasion, the childminder does not give children the time to think and formulate their answers. For example, she introduces a game, posting shapes into blocks which children delight in. She asks the children to cover their eyes and then guess which shape and colour block she has posted. However, the childminder does not follow this through by encouraging them to recognise and name the shapes and colours themselves, before she gives them the answer. Therefore, the childminder does not consistently extend children's critical thinking and problem-solving skills to the maximum.

p.3

who attend

The childminder promotes children's understanding of number and quantity by encouraging children to count objects during play. She introduces children to letters and sounds and they recognise initial letters in their name on the alphabet poster. The childminder encourages children's use of tools, such as scissors and pencils. She talks them through how to form the letters correctly as they join the dots and begin to write their name. Children frequently choose books at the library and thoroughly enjoy stories with the childminder, gaining an awareness of literacy from an early age. The childminder gives children regular opportunities to develop their social skills as she takes them to local toddler groups and activities within the childminding network. Consequently, the childminder prepares children very well for future learning in school.

p.4

who attend

The childminder works in partnership with the parents to support children's learning and development, such as using the information they provide to assess children's starting points. She regularly discusses and shares with parents what children can do at home. The childminder links her observations to the developmental bands to plot children's progress and then reviews this to identify and plan for their next steps. She completes the progress check for children between the ages of two and three years, which she shares with parents. Consequently, she ensures that children make good progress in their learning and development overall.

p.4

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

The childminder builds warm attachments with children and, as a result, they feel safe and secure in the setting. Supportive settling-in procedures allow children to visit and become familiar with the environment and routines. They are able to bring comfort toys from home. Therefore, children's well-being is encouraged and they settle quickly. The childminder works closely with parents in regard to children's care needs. This includes asking them to complete an 'all about me' sheet with information about their routines, preferences and what they need support with. The childminder shares information with parents, both verbally and using daily diaries. The childminder explains to children, the consequences of their behaviour and uses distraction as a method of behaviour management for younger children. As a result, children are learning to manage their behaviour, in accordance with their age and developmental stage.

p.4

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

The childminder encourages children to learn important skills, such as being independent. For example, they tidy up toys when requested and are able to put their own coat and shoes on. Children practise using a knife to cut up bananas and strawberries for their snack. They are able to use the toilet independently and use separate hand towels to dry their hands. The childminder supports children well in their move onto other settings and school. For example, she talks to them about what their uniform looks like, who their teacher will be and the school day routine. She also shares books with them about starting school and nursery. The childminder promotes children's awareness of personal safety. For example, she talks to them about where to position their arms and legs when using the climbing apparatus and explains why they need to stand behind the railings to feed the ducks.

p.4

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

Although parents supply all meals and snacks, the childminder provides water, milk and sugar-free juice for children. She encourages healthy eating as she discusses what nutritious foods they have in their packed lunch boxes and encourages them to eat the fruit and vegetables first. Children get plenty of fresh air and exercise because the childminder ensures that they frequently go on countryside walks, visit the farm and use various climbing apparatus in the local parks. For example, they develop their confidence and agility as they balance on a rope bridge and use stumps as stepping stones. Consequently, children's physical development is well promoted. Although, there are a wide variety of age-appropriate resources, these are not always organised and stored in a way that enables children to select and access them independently. Therefore, at times this prevents children from revisiting their learning and making choices about their play.

p.5

provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her role and responsibility, with regards to safeguarding children. She has attended safeguarding training and demonstrates that she can recognise possible signs and symptoms of abuse, and follow appropriate procedures if she has concerns about a child in her care. She has the necessary written procedures and information in place, to underpin this knowledge. In addition, the childminder effectively implements a safe procedure for the use of mobile phones and cameras in the setting. Thorough risk assessments and daily checklists support the childminder in making sure her home is safe and any hazards to the children are minimised. She shares a range of clear policies and procedures with parents, who sign their agreement. As a result, the childminder meets the safeguarding and welfare requirements.

p.5

provision

The childminder provides a wide range of interesting activities for children to enjoy and learn from, which demonstrates her ability to monitor the learning and development requirements. She regularly updates her core training and gains ideas from the internet and the children's centre, which has a positive impact on her practice. For example, she has developed ideas for creative play, such as using syringes and spray bottles to paint on large pieces of paper. She extends children's interest in exploring different textures, hiding coloured numbers and letters in shredded paper to further develop their number and letter recognition within a different learning context. The childminder reflects on her practice, seeking the views of parents and feedback from children to inform this. She is revising her parental questionnaires to extend this further. By doing this, she gains a good overview of her strengths and weaknesses and plans how to improve her provision. For example,

p.5

provision

supporting children's learning by visiting lots of different places to offer children new experiences. She considers the different apparatus available at local parks and soft play areas and uses this to support children's physical development.

p.5

provision

The childminder has a good working relationship with the parents of the children she cares for. She communicates with them on a daily basis, sharing information about the children's day through verbal exchanges and daily diaries. The childminder's involvement with the children's centre means that she is aware of the role of other professionals and can seek additional help for children should the need arise. The childminder has established some links with other early years settings and the local school, and information about children's learning is shared between parents, the childminder and other early years settings. She ensures she uses information on the webpage or noticeboard about what they are learning to complement this, while they are with the childminder. As a result, children benefit from this consistent way of working together.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 127847 Local authority Hertfordshire Inspection number 874795 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10