Edmonds, Alexandra Dawn

Inspection date

Previous inspection date 16 January 2015 8 March 2010

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Teaching is good. This is because the childminder uses information from her observations and assessments to effectively plan for the next steps in children's learning. This helps them to make good progress overall.  The childminder's understanding of safeguarding procedures is strong. This ensures that children's welfare is protected and they are kept safe from harm.  Children develop a very strong sense of belonging because the childminder is warm and sensitive towards them. The childminder demonstrates her strong commitment to caring for them and their families through her care and support.  There are strong partnerships with parents because the childminder encourages them to share information. They work very effectively together to support children's learning and development.  The childminder has a strong commitment to reflecting on her practice and developing her knowledge and skills to further benefit children's care, learning and development.

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It is not yet outstanding because:

 The childminder does not always make the most of the opportunities in the garden to promote children's awareness of practical number recognition, weights and measures.  The childminder does not consistently promote the highest level of independence at snack time as children are not provided with suitable resources to serve themselves. This does not maximise opportunities for children to improve their ability to take care of themselves.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 make the most of all opportunities to develop children's skills in recognising number, and their awareness of weights and measures, particularly when they are playing in the garden  enhance the snack time routine to provide children with more opportunities to be independent and serve themselves at mealtimes.

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Inspection activities

 The inspector observed activities in the ground floor rooms and in the garden.  The inspection undertook a joint observation with the childminder.  The inspector talked to the childminder, co-childminder and children at various times throughout the inspection and looked at a sample of the children's records of learning.  The inspector checked evidence of the suitability and qualifications of the childminder and her self-evaluation and improvement plan.

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who attend. This is good

The childminder's good teaching skills support children to learn successfully, preparing them well in readiness for the next stage of their learning and eventually for school. She skilfully supports babies' early language development by speaking clearly and slowly. She constantly chats to them, imitates their sounds and sensitively invites a response by smiling and touching them. The childminder effectively supports children to develop their curiosity and motivation to learn as they have free access to a wide range of toys and resources inside and outdoors. Children enjoy experimenting with the different sounds of musical instruments, and the childminder encourages them to distinguish between loud and soft sounds. However, she has displayed a number strip in the garden but there are fewer everyday opportunities for older children to match the correct number of items to the numerals displayed or to compare weights and measures in practical activities. This

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who attend. This is good

does not fully introduce mathematical ideas within children's play.

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good

Children quickly build secure bonds with the childminder because she takes time to get to know each individual child and their family. She gains valuable information about children's starting points through conversations with the parents during their initial visits. This successfully builds a mutual approach to promoting their children's care and learning. The childminder is aware of the importance of children making attachments. She gently cuddles and smiles at them, giving them appropriate praise for their successes. This is very effective in helping children feel emotionally and physically secure. The childminder supplies nutritious and freshly cooked meals and snacks. She talks positively to children about enjoying their mealtimes. This helps promote their understanding of the importance of eating a balanced diet. Children enjoy learning to behave well at mealtimes as they sit and wait for their friends to finish their meals. However, at snack time the childminder

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good

does not fully encourage children to be independent and to serve themselves.

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provision is good

The childminder creates an environment that is welcoming, safe and stimulating. She effectively assesses and minimises the risks in her home and on outings. The childminder has strong contingency plans in case of emergency. She encourages children to develop new skills and take appropriate risks without being fearful on their enjoyable and exciting visits to the woods. As a result, children are well protected. The childminder is ambitious about improving provision and works closely with her co-childminder to effectively reflect on her practice. This shapes her professional development and improves her teaching and knowledge of how children learn. The childminder effectively monitors their learning and development and completes the required progress check for children aged between two and three years. This ensures that she can plan future activities to quickly narrow any gaps in their achievements.

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Setting details

Unique reference number EY332441 Local authority Hertfordshire Inspection number 862526 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 8 March 2010

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Telephone number

The childminder registered in 2006. She lives with her husband and four children in a house in Berkhamsted. The childminder is currently working from her premises with a co- childminder. This is a short term arrangement. She holds a childcare qualification equivalent to level 3. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

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

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