Childminder in Hertfordshire

Inspection date

Previous inspection date 23/12/2014 12/05/2009

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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

 Children receive effective teaching from the childminder. She successfully promotes children's thinking and language by using open-ended questions about what choices they make and what they are doing.  Children freely kiss, cuddle and joke with the childminder. This shows that they have formed strong affectionate bonds and attachments with the childminder and her family. As a result, they demonstrate good levels of confidence, self-esteem and positive behaviour.  Partnerships with parents are very good. Parents describe the childminder as 'one of the family'. This benefits children by providing good levels of consistency and coherence between home and the childminder's setting.  The childminder demonstrates a good knowledge and understanding about her role and responsibility to protect children, and keep them safe from harm.

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It is not yet outstanding because

 Children's opportunities to further develop their learning in the outdoor environment are not yet maximised. For example, through providing ongoing activities where children can grow vegetables and fruits, and find out about what creatures live in the soil.

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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 to and interacted with the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at the environment, resources and equipment provided and how effectively they are used to support children's play and learning.

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Inspection activities

 The inspector examined a selection of information and documentation relating to the suitability of adults, children's safeguarding, welfare and developmental progress.

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Inspection activities

 The inspector and childminder jointly observed and discussed children's learning and development during play.

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Inspection activities

 The inspector discussed and examined evidence of the improvements that the childminder has made to her practice.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Stevenage. Her husband acts as an assistant. The whole of the childminder's home is used for childminding. The childminder uses her garden and takes children to the local park for outdoor play. She takes children to and collects children from the local pre- school and school. She operates Monday to Friday from 7am until 7pm. There are currently six children on roll, two of whom are in the early years age range. Children attend for a variety of sessions.

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

 expand the opportunities for children to further develop their understanding of the natural world, for example, by providing ongoing activities where children can explore living creatures, and grow their own fresh fruit and vegetables.

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who attend

The childminder has made great improvements to her delivery of the Early Years Foundation Stage. She provides good quality teaching which enables children to develop their language and communication skills. Children are asked open-ended questions about what choices they make and about what they are doing. This supports children to think about the consequence of their actions. For example, while children are constructing a toy house they pile bricks one on another. As the tower wobbles, the childminder asks them 'What will happen?' just as it falls. The childminder then reminds the children about the brick pattern they had discussed which enabled the children to recall their learning and reconstruct the toy house with firmer walls. Additionally, the childminder asks the children about the different shapes, numbers, colours and sizes that they are exploring. The childminder regularly observes children and uses the information to assess children's

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who attend

progress based on their individual starting points. The information is accurately measured against the typical expectations for their age. This enables the childminder to clearly plan activities to enable children to meet the next steps in their learning. She records children's progress through photographs and annotations which are linked to the seven areas of learning.

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who attend

Children are making good progress in their personal, emotional and social skills. Babies, toddlers and children benefit from regularly attending early years groups where they get used to learning in group situations. Children are displaying the characteristics of effective learners. They explore new ideas, solve problems and think critically. Children receive cuddles, praise and stickers for their personal achievements. This effectively supports children's self-esteem. Also, this enables children to adopt and display the attitude, skills and confidence they need to be good learners. The childminder effectively plans and provides a good selection of age-appropriate toys, equipment and activities. She encourages children to learn through participating, for example, she encourages children to help sort and match toys before putting them away. This promotes their mathematical thinking as well as understanding how to behave responsibly. As a result, children display

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who attend

the confidence and skills they need to be ready for nursery and school.

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who attend

The childminder has established effective partnerships with parents. Her flexible hours support the needs of individual families and accommodate parents' shift work patterns. She obtains detailed information about the children from parents. This enables her to know the children's current interests, abilities and needs. The childminder and parents speak on a daily basis and share information which supports good consistency of care and learning for the children. Parents are involved in their children's learning as they share information with the childminder, on any milestones and progress that they have seen at home. Therefore, children's learning and development is successfully promoted because of the improvements to the childminder's knowledge and practice and the good partnerships with parents.

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

Children's emotional well-being, confidence and self-esteem are promoted because the childminder has established secure and nurturing relationships with them. As a result, children have formed effective relationships and affectionate bonds with her and her family. Children stroke the childminder's assistant's head and cheerfully point out that he has a circle in the middle of his hair. Toddlers reach for a cuddle and they giggle, showing affection to the childminder who responds, interacting with them at their level. The childminder uses effective and appropriate strategies to manage any unwanted behaviour. As a result, children behave well. They know their boundaries and this enables toddlers to explore the home while remaining safe. For example, toddlers wait patiently at the bottom of the stairs for their sibling to return. They understand that they need adult support to climb the stairs. This shows that children respect and understand boundaries, as well as

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

how to behave safely and responsibly. Children who have the occasional toilet accident are comforted and cleaned in privacy. Therefore, the childminder shows that she respects and understands children's feelings and needs.

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

The childminder and parents work together to provide individually tailored settling-in procedures for the children. This helps them to settle quickly and feel secure and content in the childminder's care. Regular and effective links with parents ensures that children's care routines, welfare and well-being are supported. The childminder has established close relationships with the children's families. This enables her to have a detailed knowledge and understanding of children's backgrounds, likes and dislikes. The childminder provides additional support by offering extra care hours to those families who work shifts and unsocial hours. This is effective in providing consistency and security for the children and their families. Children's independence is supported by the childminder who gives them clear direction and instruction to encourage children to try to do things for themselves. This is effective practice which promotes children's good levels of personal independence

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

skills and self-confidence. Consequently, children show that, given the time and clear instructions, they can independently solve problems and resolve issues. For example, when children all want the same construction piece, the childminder encourages them to think about what they are making and if another piece may work better. This effectively promotes children's welfare and emotional well-being, in readiness for school.

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

Children participate in a range of physical exercise indoors and outside. They use outdoor local parks and indoor soft play areas to grow and develop their large physical skills. Children are encouraged to adopt a healthy attitude to eating well. The childminder is an experienced cook and provides well-balanced home-cooked meals and snacks for the children. On special occasions, the children are given treats, such as chocolate brioche for breakfast with agreement that they will also have some fruit. This encourages them to think about what they eat. However, the opportunities for children to further develop their understanding of healthy eating are not yet optimised. Children do not have frequent opportunities to explore the soil and grow their own plants, fruit and vegetables.

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provision

The inspection was prioritised following concerns being raised about the childminder's ability to safeguard children and manage their behaviour appropriately. Following a suspension and the completion of actions raised, the childminder has taken positive steps to improve her delivery of the safeguarding and welfare requirements. She displays good knowledge and understanding of her role and responsibility in safeguarding children. She has a secure knowledge of her procedures to follow if an allegation is made or a child protection concern is raised. She has a has made a vast improvement to her practice through seeking further training. This has improved her knowledge and understanding of delivering the learning and development, as well as the safeguarding and welfare requirements to a good standard. Additionally, the childminder carries out robust risk assessments inside her home and when outside or on trips and outings. Her practice is

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provision

supported by records, documentation and written procedures which parents have access to. Therefore, children are effectively safeguarded.

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provision

The childminder actively seeks the views of parents and children as part of an effective self-evaluation process. She has taken the time to find help in improving her practice and knowledge regarding the requirements of the Early Years Foundation Stage. The mentoring and training she has received has enabled her to plan effectively for and maintain good improvements. Since the last inspection, the childminder has successfully expanded her assessment and planning procedures. This enables the childminder to detail and plan for children's next steps in their learning and development. The childminder continues to improve and expand her knowledge and training through attending workshops. The childminder also links effectively with the local early years professionals. As a result, the childminder demonstrates a determination to continue to expand her knowledge and experience. The childminder also continues to improve the good learning

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provision

and development for early years children.

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provision

The partnerships with parents and links with other settings that children attend are effective. The childminder effectively shares information on children's learning, development and welfare between the parents, the teachers or key persons in other settings. This promotes consistency in children's care, welfare and learning. Parents of all children currently on roll make positive comments through recent written references. Two families say she is fantastic, others will highly recommend her to other parents. Further comments say that the childminder is considered as extended family and the children love her. The childminder's commitment to make and maintain improvements to her setting demonstrates that she has the commitment and enthusiasm to continue to make further improvements to her good early years practice.

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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 EY232890 Local authority Hertfordshire Inspection number 1000909 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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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