Childminder in Hertfordshire

Inspection date

Previous inspection date 07/01/2015 13/05/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder is very experienced and has an excellent understanding of how children learn. Teaching is rooted in expert knowledge and children are provided with rich, varied and imaginative experiences to promote their learning.  The childminder continuously evaluates her practice to ensure that ongoing quality improvements are identified and addressed swiftly.  The childminder attaches great importance to the value of continuous training and professional development. As a result, she is very well qualified, showing that she is committed to providing high quality care and learning for children.  The childminder knows children very well. She teaches them new skills and extends their learning through following their interests and planning related activities and purposeful outings.  The childminder demonstrates a thorough understanding of how to protect and safeguard children. She attends regular training and successfully implements

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This provision is outstanding

knowledge gained, so that her practice continually improves.  The childminder has excellent partnerships with parents. She works closely with them to promote all aspects of children's care and learning. As a result, children have a strong bond with the childminder.

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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 with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records and a selection of policies and children's records.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications, and of the suitability of all those living on the premises  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector took account of parents' views expressed in thank-you cards. She also looked at and discussed the childminder's monitoring and improvement plan.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child in a house in Bushey. The whole of the ground floor, a bedroom on the first floor and the rear garden is used for childminding. The childminder attends toddler groups 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 three children on roll. Of these, one is in the early years age group, who attends for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 provide even more opportunities to promote children's mathematical knowledge, for example, by consistently using visual aids during counting and number recognition opportunities.

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who attend

The childminder knows the children extremely well. She obtains detailed information about their likes, interests and routines prior to them starting. The childminder uses this information to devise an educational programme with children's individual needs and specific learning styles in mind. This ensures that they are motivated and enthused by the wealth of stimulating opportunities available to them. The childminder has devised a highly effective method to record and monitor children's progress through the innovative use of technology. She has devised this programme herself and, since the last inspection, she uses this to include parents in their children's learning and the monitoring of their progression. The childminder evaluates each activity exceptionally well and monitors children's progress every week. This enables her to accurately identify and very effectively support the next steps in children's learning. Therefore, children are developing first-class

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who attend

skills and attitudes in preparation for the next stage in their learning or move to school.

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who attend

The childminder provides consistently high-quality, rich learning experiences for the children. She successfully uses her wealth of knowledge of how children learn to ensure teaching highly motivates children. For example, following a return from their holidays she engages children in making passports of their choice. They discuss the origins of passports and make corresponding flags to represent their chosen countries. They use a variety of tools to support their hand-eye coordination skills. This activity also promotes children's understanding of the world around them. Children are extremely confident, enthusiastic and eager to learn. This is because the childminder is very aware that children learn best when they are engaged in activities that interest them. For example, they love playing with trains. The childminder effectively uses high-quality teaching to challenge children's learning. For example, she knows when to sit back and when to join in to extend

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who attend

children's learning. She gives time for children to discover how to make complex train tracks and to have a go themselves. The childminder follows this up with purposeful questions to help them solve problems. For example, discussions take place about how a tall vehicle will pass through a lower suspension bridge. This helps children to make links in their learning. During their play, children confidently talk about their play and past events. They are introduced to new complex words, such as 'gang-plank'. Purposeful discussions take place about the meaning of these words and where the items discussed can be seen, such as when going onto a boat. Children continue to play, telling their play figures that they are to walk up the gang-plank. As a result, children make rapid progress in their understanding and use of language. The childminder sings popular songs and uses interactive puppets to help children's awareness of early numeracy. She recognises the

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who attend

benefits children would experience if she was to use visual aids more consistently to further promote children's recognition and understanding of numbers when they are counting items. Children also love the purposeful outings, such as travelling on trains to visit museums and parks, which have statues connected to popular children's stories.

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who attend

The childminder has a close but professional relationship with parents. She effectively shares the progress check for children between the ages of two and three years with parents. The childminder uses this extremely well to plan for the next steps in children's learning and to identify any gaps in their development. The childminder quickly implements imaginative ideas to support and extend children's ongoing learning and development. In addition, the childminder obtains information from other providers so that learning planned or achieved in these settings is further supported. For example, she discusses and obtains proposed planning with teachers of pre-schools and devises fun and challenging activities, such as purposeful art and craft activities to further extend children's learning.

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

Children develop a strong sense of belonging as they are made to feel part of the childminder's family. The childminder enthusiastically shares information with children about events happening in her own family. She also includes conversations about children's own families, their parents' work, their brothers, sisters and extended family. Consequently, children gain high levels of confidence which, significantly enhances their feeling of self-worth. This very effectively supports their emotional well-being. The childminder offers a flexible settling-in process so that children become familiar with their new surroundings. Children's care routines and specific requirements are carefully discussed so that home routines can be mirrored by the childminder. As a result, there is a very secure continuity of care between children's parents and the childminder. Children have a wide range of opportunities to socialise with others outside of the setting. For

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

example, they take part in activities at age-appropriate groups, some of which are held in the nearby children's centre. As a result, children learn to play cooperatively with larger groups of children. This contributes very effectively to promoting children's emotional readiness for the next stage in their learning, such as starting school.

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

The childminder places a strong emphasis on promoting children's independence. For example, they are given ample opportunities to make decisions over where, what and whom they play with. They freely select from the broad range of high-quality resources to initiate their learning. Children are expected to help the childminder tidy up when they have finished playing with their chosen items. This means that they learn to care for the environment. Children's independence is also promoted extremely well during routines. For example, younger children attempt to put their shoes on. The childminder gives children plenty of time to do this and provides high praise for their efforts. This promotes their self-esteem. The childminder has high expectations for behaviour. She includes children in decision making about the very few house rules. She explains to children about the consequences of their actions and the impact that these may have on others. This

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

contributes to them learning right from wrong. In addition, the childminder comprehensively researches issues related to behaviour and the strategies that may assist with any difficulties. She then shares this with parents so that they can work together to ensure that there is continuity of care.

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

The childminder provides meals and snacks, which are healthy and nutritious. Each day, she displays a menu showing older children and their parents information about the food provided. The childminder encourages children to develop a very good understanding of having a healthy lifestyle. For example, children help to grow fruit, vegetables and herbs in the garden. The children and the childminder then use these to add to their meals. Discussions take place about the benefits of using home-grown produce. This further promotes children's understanding of leading a healthy lifestyle. Children are provided with a wide range of opportunities to develop their physical skills. They dig in the garden, play ball games, have treasure hunts and ride wheeled toys. In addition, children plant seeds to grow various plants. During the summer, they thoroughly enjoy making outdoor stools using grass seeds and containers obtained by the childminder. Children excitedly use

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

these when sharing stories outdoors or to sit on when having their lunch. This also contributes to children's high levels of self-esteem. Children regularly visit varied parks where they develop their awareness of safety and promote their physical skills, such as climbing and safely using large play equipment.

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provision

The childminder has an exceptional knowledge of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. She has an excellent awareness and understanding of child protection procedures. She is extremely clear about all aspects of safeguarding, including the use of electronic software, such as computers, mobile phones and cameras. This contributes to ensuring children are protected from harm. She is very aware of the possible signs that children may be at risk and how to quickly take prompt action to protect children. This includes effectively working with outside agencies so that children's welfare is protected. The childminder places a high emphasis on ensuring all areas, including outings and resources, are safe and suitable for children. For example, she completes comprehensive risk assessments and carries out further detailed research about the safety of items that children and their families use.

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provision

The childminder carries out extremely detailed monitoring of her overall practice, children's progress and the effectiveness of the educational programmes. The childminder welcomes children's and parents' views and these are effectively included in the monitoring process. She consistently identifies areas to develop and carries out related research or training to continually develop her knowledge. Since the last inspection, she has successfully achieved Early Years Professional status. The childminder considers that this has influenced her practice by developing a greater understanding of how children learn and develop. She effectively uses knowledge gained to ensure children are continually learning and that the activities are challenging and inspiring. The childminder is continuing with her professional development by regularly attending relevant training courses, including those run by the local authority. The childminder has addressed the

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provision

recommendations raised at the last inspection exceedingly well. She has reflected on involving parents in the assessment process and this has been successfully implemented.

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provision

The childminder establishes a close but professional partnership with parents. They express extremely high levels of satisfaction with the care and learning that the childminder provides. Parents are kept very well informed about the childminder's practice and their children's progress, through discussions, the exchange of e-mails and the use of diaries for younger children. In addition, she supplies parents with monthly summaries of their children's learning, including how she intends to support the next steps in their learning. The childminder encourages parents to share what their children do at home and this is included within her planning. The childminder works very closely with other professionals. For example, when children start school she shares information about their welfare and learning needs with their new teachers. This contributes to ensuring transition time runs smoothly. Therefore, all parties work together to achieve the best possible

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provision

outcomes for children. The childminder has strong links with the local children's centre. She is very aware of the range of services that this provides, which enables her to help parents to access support when needed.

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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 129805 Local authority Hertfordshire Inspection number 854201 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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