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Inspection date

Previous inspection date 06/01/2015 20/05/2009

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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

 Partnerships with parents and other early years providers are strong. The childminder shares information and seeks feedback from other settings that children attend, to enable her to tailor her plans for meeting the individual care and learning needs of the children.  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.  Teaching is good. The childminder skilfully asks questions, encouraging children to recall past experiences and make links within their learning. She plans stimulating activities that are based on children's interests and skilfully changes the focus of the activity to maintain children's engagement when required.  The childminder builds warm and close attachments with children. She gathers detailed information about them and their care routines to meet their needs effectively.

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It is not yet outstanding because

 Children lack opportunities to explore technology resources and their purpose, to enhance their knowledge and understanding of the world.

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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 of the house and garden used by the children.

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Inspection activities

 The inspector observed general play and the snack and lunch time routines in the childminder's house. She talked with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at evidence of the suitability of household members, and a range of other documentation. The childminder's first-aid and safeguarding training certificates were also viewed.

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Inspection activities

 The inspector held joint discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector reviewed the childminder's self-evaluation.

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Information about the setting

The childminder was registered in 2001 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Ware. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has four dogs as pets. 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 collects children from the local schools and pre-schools. There are currently five children on roll, three 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 bank holidays and family holidays.

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

 provide further opportunities for children to develop their knowledge and understanding of information and communication technology and its purpose, through their everyday play.

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who attend

The childminder understands how children learn and as a result, the quality of her teaching is good. She plans stimulating activities, which reflect children's interests and therefore engage them. For example, children, recently had great fun exploring a large cardboard box, pretending it was a boat and laughing as they capsized it. The childminder gives each child their own box to make into a boat and add flags to. She is able to refocus children whose attention is wavering by introducing different tools for them to use to continue their decoration, such as stamps and sponges to print with. The childminder models how to use the paint dabber pens, giving simple instructions on how to squeeze and release the paint. She promotes children's recognition of colour and shape throughout the activity, and encourages children to explore and mix their own brown coloured paint. Children delight in commenting on the colours as they stir them together with

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who attend

paintbrushes. The childminder manages to promote the seven areas of learning through the resources and activities she provides. However, children lack opportunities to explore a wider range of technology resources and their purpose, to extend their otherwise good knowledge and understanding of the world.

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who attend

The childminder fully promotes children's language and communication skills. She talks to them about what they are doing and asks meaningful questions to encourage them to recall past experiences. For example, children enjoy looking at their learning records and recognise themselves in photographs. The childminder asks them if they can remember the activities or outings in the photographs. She provides a wealth of resources to encourage children's imaginary play and they choose toys from the toy library to enhance her selection. The childminder extends children's personal, social and physical skills as they regularly visit toddler groups with the childminder, where they can develop friendships with other adults and children. Children also experience art and craft activities and sing songs at the toddler groups they attend. The childminder has drawn up a checklist of basic learning concepts that children will need in preparation for nursery and

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who attend

school, such as colour and number recognition, and letter formation. She uses this alongside her ongoing assessment to ensure that children develop the skills to support the next stages in their learning and their eventual move to other early years settings.

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who attend

Parents receive regular updates, both verbally and by looking at the learning journey records whenever they wish. Initially, the childminder gains information about children's learning and development from parents and any previous early years settings the child has attended. This helps her to assess the children's starting points. The childminder plans effectively to extend and promote children's learning. She uses information from her observations and parents' comments to adapt and plan challenging activities which reflect the interests and abilities of the children in her care. She keeps parents informed of the next steps in learning she has identified for their children and seeks their comments. She then uses this to collate ideas and suggestions for activities, parents can do at home to support their children further. The childminder also works well with the staff at the nursery, children attend. She complements the learning that takes place here and works

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who attend

collaboratively with them to support individual children's development. For example, the childminder practised the songs children were learning at nursery for their Christmas play. The childminder completes a progress check for those children between the ages of two and three years when appropriate and shares this with parents, adding their comments. Consequently, children are making good progress in their learning and development, both at the setting and at home.

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

The childminder provides a welcoming environment for children with a wide selection of age-appropriate resources for them to choose from. She gathers information about their likes, interests and routines initially and regularly updates this by talking to parents and using her observations of what children say and play with. This enables her to have a clear picture of each child and their interests. She then makes sure these resources are available for the children when they first start at the childminder's home to help them settle. As a result, children form strong, emotional bonds with the childminder, and the other children being cared for. All children are developing very good social skills because the childminder is a good role model. She reminds them to say 'please' and 'thank you' and encourages them to help one another. She gives them clear instructions about what is expected. For example, the childminder gives them a wipe to clean their face after lunch

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

and asks them to put it in the bin. The childminder's consistent approach, calm voice and clear explanations support children in learning how to manage their behaviour appropriately.

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

Children learn about a healthy lifestyle through everyday routines. They use the toilet independently and remember to wash their hands before eating without being asked. Although the childminder only provides snacks for children, she encourages them to eat a well-balanced diet, for example, ensuring they eat the most healthy option first. The childminder works with parents to help to teach children the skills they need to gain independence. For example, she encourages children to take off their shoes and put them in the box and hang their coat on the peg, when they come in. Children are becoming aware of how to keep themselves safe, as they stop at the kerbside and explain to the childminder when it is safe to cross the road. This reinforces their understanding of basic road safety when they are out with the childminder.

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

The childminder plans activities to extend children's physical skills. Daily outings to the field to walk the dog, local parks and indoor soft-play areas give children opportunities to run and climb. The childminder understands the importance of working with parents and other early years providers to ensure children are confident and capable as they become ready to move onto nursery and school. She talks to the children about what to expect and the older children chat about their day when they return. The childminder enables this social interaction at mealtimes when the children sit together to eat. The younger children go with her on school runs and interact with the teaching staff. Consequently, children become familiar with the new environment and adults and develop the skills to take part in new experiences with confidence.

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provision

The childminder demonstrates her clear knowledge of the possible signs and symptoms of abuse and neglect. She has a good understanding of the Local Safeguarding Children Board policies and procedures that she uses as the basis for her safeguarding policy, including the safe use of mobile phones and cameras. All adults in the household have undergone checks to ensure they are suitable to be around children. Effective risk assessments and routines are in place to help the childminder identify and minimise any hazards for children, ensuring children's safety in the home and on outings. Consequently, children are protected from harm.

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provision

The childminder monitors and evaluates the activities she provides for children to promote their learning and development to a good level. She identifies and shares with parents, children's next steps in learning and how she intends to develop these. The childminder puts strong emphasis on the importance of liaising with other early years settings which children attend, to support their continued learning. The childminder shares the learning records with the nursery and pre-school and the childminder is keen to bridge children's learning from nursery to her setting. For example, she encourages them to find objects in her home relating to the colour or sound of the week to support their learning at nursery. The childminder accesses training through the children's centre and a locally recognised website. The impact on practice from the recent training attended is good. For example, the childminder has gained more knowledge and understanding in how to use counting in

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provision

everyday situations and songs to promote children's mathematical skills.

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provision

The childminder has established good working relationships with parents. She shares information on a daily basis, both verbally and through the daily diaries. This ensures parents are fully informed about their children's personal care routines and the activities they have enjoyed. The childminder discusses the relevant policies and procedures with parents, so that they are informed. The childminder seeks the views of parents and children to assist her in improving her practice and to promote the learning opportunities for children of all ages. Recent improvements include the designated playroom, which allows children to set up and keep their play out, enabling them to revisit their learning at a later time. The childminder attends various groups with the children to encourage their communication, social interaction and build their confidence. Future plans are in place to improve the experiences offered to children, by planning further afield outings to attract

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provision

and maximise on children's current interests.

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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 162312 Local authority Hertfordshire Inspection number 874991 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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