Childminder in Hertfordshire

Inspection date

Previous inspection date 16/12/2014 27/04/2010

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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 secure understanding of child protection and the procedure to follow, if she has concerns. The childminder uses risk assessments and daily checks to ensure the areas used by children are safe and secure.  The quality of teaching is good. The childminder promotes children's communication and language skills well. She uses modelling language to provide a running commentary of what children are doing.  Partnerships with parents are strong. The childminder engages parents to contribute to their children's learning and continually exchanges information with them through discussion and the daily diaries. As a result, she is able to meet the children's individual care and learning needs well.  The childminder has built warm attachments with the children. This means that they are settled and feel safe and secure in the childminder's care.  The childminder gives young children time to allow them to explore and investigate for

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This provision is good

themselves before intervening in their play.

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It is not yet outstanding because

 On occasion, the childminder does not consider the age-appropriateness of some craft activities and the benefit for very young children.  The childminder does not always provide simple role-play resources, such as cups, hats and bags, for young children to fully develop their emerging imaginary play.

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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 and children throughout the inspection.  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, 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 childminder's hardcopy self-evaluation form as provided to the inspector during 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 adult son and daughter in a house in Stevenage, Hertfordshire. The whole of the ground floor, one bedroom 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 nine children on roll, two 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.

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

 review the age-appropriateness and benefit of craft activities, when planning for very young children's creative development

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

 enhance younger children's emerging imaginative play by, for example, increasing the range of the role-play resources available to them.

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who attend

The childminder has a good understanding of the children in her care and their learning and development. She plans a wide range of activities that interest children and that follow on from their next steps. However, on occasion the childminder does not always consider the appropriateness of some of the craft activities provided. For example, babies use glue sticks to make their pictures of poppies. This does not reflect their current interest or expected level of development for this age group. Therefore, very young children do not necessarily benefit from these activities and opportunities to extend their learning are not maximised. The childminder uses snapshot observations in addition to the more detailed summaries she completes to support her assessment of children's progress. She uses this information to identify their next steps and feeds this through into her planning. The childminder completes the progress check for children between the ages of

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who attend

two and three years, which forms part of the detailed assessment that she makes. Consequently, she ensures that children are making good progress.

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who attend

Young children are developing their physical mobility and coordination. For example, they move along on their tummies and then pull themselves up, holding onto the childminder's leg. The childminder holds their hands to support them standing. They move their bodies to the music and the childminder encourages this as she asks if they are dancing to the music. Children's hand and eye coordination is good. They grasp and hold onto toys easily and expertly use their pincer grip to pick up blueberries to eat. Children chat and babble happily with the childminder throughout their play. She provides a running commentary of what they are doing and extends their language by asking questions and repeating words to them. The children watch the childminder intently as she responds enthusiastically to their babbling. Her gentle questioning and commentary stimulates children's communication, language and understanding. The childminder reads children their chosen

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who attend

books, allowing young children to feel the pages and turn them. She sings songs with them throughout the day and encourages children to join in with repeated actions that the childminder does. For example, children smile as they clap their hands, and nod their head, encouraged by the childminder. Children are inquisitive and the childminder gives them time to explore and investigate their environment, staying close by if needed. They show great interest in the contents of the treasure basket, picking items up and then banging them together to make a noise. They explore the toy farm, repeatedly opening and shutting the gate and babbling throughout. The childminder extends their language by giving them simple words, such as open and shut, as they do this. She shows them how to lift the top flap to make a noise and they copy her, repeating the action until they are competent in doing it themselves. This shows young children's strong dispositions for

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who attend

learning. All children generally play with resources that support their development across the seven areas of learning. However, a lack of role-play resources for very young children means that these children's imaginary play is not as well promoted as it could be.

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who attend

The childminder works in partnership with the parents to support children's learning and development, such as using the detailed information they provide to support her in assessing children's starting points. She ensures they are informed about the Early Years Foundation Stage, providing them with a parents' guide and verbally discusses their role in their children's learning. This helps her to encourage parents to support children's learning at home and then share the successes that they have. The learning records are shared frequently with the parents and the childminder discusses with them which developmental band they are working at and the progress they have made. As a result, there is continuity within children's learning. The childminder prepares older children in readiness for starting school. For example, she works with them to learn to write their name and promotes early reading and comprehension skills, by encouraging them to share books and asking them

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who attend

questions about what they think will happen next. The childminder promotes children's understanding of number throughout the resources and activities she offers. For example, children use the balls on string attached to the fence outside as an abacus. The childminder asks them simple addition and subtraction questions, using this as a visual aid. All these activities form the foundation for children's learning and prepare them for the next stage in their development.

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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, so they happily go to her for affection and reassurance and thrive on her attention. She builds warm attachments with babies, settling them to sleep with their comforter and singing to them. Children separate from their parents with ease because they feel safe and secure with the childminder. The childminder works closely with parents in regard to children's care needs. For example, she follows their home routines and sleep patterns as much as possible by gathering detailed information about them initially and responding to parents' comments in the daily diaries. For example, parents have notified her of their child's possible food intolerance so that she can also monitor this in their diet. This regular two-way flow of information enables her to meet each individual child's needs well. Children behave appropriately. She gives them clear warnings and explanations, as well as allowing them

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

the time to modify their behaviour. The childminder demonstrates a calm and gentle manner and works closely with parents to ensure there is consistency with the methods used at home. Babies are beginning to understand what is acceptable or not because the childminder clearly explains to them the reasons why in an age-appropriate way.

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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. She provides nutritious snacks and meals for the older children and follows on from their learning at school, discussing why eating healthily is good for your body. The childminder regularly offers young babies their drinks. The childminder practises good hygiene procedures while nappy changing and supports children to learn about how to wash their hands appropriately before eating and after playing outside. For example, notices are on display to show this and she provides paper towels for them to dry their hands to minimise the spread of infection. As a result, children are beginning to understand the importance of a healthy lifestyle. Children get plenty of fresh air and exercise because the childminder ensures that they go outdoors every day. She reminds them to bring their boots so that they can jump in the puddles. They play in the garden and visit the local parks, so that they are able to

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

access age-appropriate climbing equipment to promote their emerging physical skills. Consequently, children's physical development is well promoted. Children are developing an understanding of their own personal safety. The childminder explains to them why it is dangerous to play on the stairs or in the kitchen when the oven is on. She reminds them why they need to hold onto the buggy when they go out. This results in children developing a good understanding about keeping safe.

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

Children are well supported in their move on to school. This is because the childminder teaches them to socialise with one another and enjoy each other's company, promoting sharing and taking turns. They have opportunities to mix with other children and adults as they attend toddler groups. This helps to support children's confidence around adults in preparation for attending other settings. The childminder encourages children to learn important skills, such as being independent. For example, she encourages young children to feed themselves with a spoon. The childminder gives children an opportunity to give it a go themselves before she intervenes. She breaks down tasks, such as putting on socks and shoes, into steps to support children in attempting and succeeding. The childminder frequently praises children for their efforts, which boosts their self-esteem.

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provision

The childminder gives a high priority to safeguarding the children in her care. She has completed safeguarding awareness training. This has secured her knowledge and understanding of how to recognise the possible signs and symptoms of child abuse and neglect, and the action to take if she has any concerns. The childminder has a clear understanding of the procedure to follow if any allegations are made against herself or other members of the household and ensures that all adults living on the premises have been vetted. The childminder implements robust policies and procedures, such as safeguarding, complaints, and the safe use of mobile phones and cameras, which support her in ensuring children's safeguarding and welfare. She conducts regular risk assessments of her home and garden to make sure that any areas that children use are safe and secure and she follows this up with daily checks before children arrive.

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provision

Consequently, she promotes the safeguarding and welfare requirements well.

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provision

The childminder's training and qualifications enable her to have a good understanding of childcare. For example, she has completed courses about safeguarding, and recently updated her food hygiene training in order to refresh her knowledge of preparing food safely and hygienically. She conscientiously supports her practice by reading information online and accesses training through the local children's centre. This has a positive impact on the way that she works and is improving the quality of care and teaching she provides for children. The childminder is a member of a childminding network group and also uses these regular meetings to update her knowledge and adapt her practice accordingly. As a result, she monitors the learning and development requirements effectively. The childminder is committed to the continuous improvement of her service. She has met the recommendations raised at the last inspection. Other recent improvements include

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provision

developing strong links with the school to facilitate the sharing of information and labelling the storage of resources for older children to identify more clearly and make their selections. Future plans include improving her planning and extending the use of the garden by encouraging children to plant and care for vegetables and herbs. This means that she is effectively reflecting and striving to improve her provision for the children in her care.

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provision

Partnerships with parents are very good. The childminder is very flexible in meeting the parents' needs and wishes. They comment that they are very happy with the care that their children receive, and they feel part of an extended family. Parents are invited to complete questionnaires regularly and the childminder uses this information to improve and update her practice in the identified areas. For example, at the request of the parents, she sent more daily photographs of the children through an application on her phone. The childminder keeps parents well informed both through verbal exchanges and the daily diaries for the younger children, where she can respond to parents' comments. The childminder has established strong partnerships with other agencies involved with the children. She has close links with the school; children attend and shares information with both the parents and school. At present, the childminder does not care for any children

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provision

attending pre-school or nursery, but demonstrates her ability to extend these links to any other early years settings, children may attend. As a result, the continuity of learning is strong and children are supported well.

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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 149263 Local authority Hertfordshire Inspection number 871013 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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