Childminder in Hertfordshire

Inspection date

Previous inspection date 16 March 2015 15 May 2012

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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

 The childminder encourages children's enjoyment of stories and rhymes by sharing books and games with them. They listen intently to stories and spontaneously sing popular action rhymes together. This prepares them for reading and supports their literacy development.  Children love to include the childminder in their play with dolls and other role play. Their imagination is promoted because the childminder understands the value of letting children lead their own play. She asks gentle questions and supports them by providing additional resources without interrupting their play and learning.  The childminder successfully promotes children's well-being. The flexible settling-in routines, including inviting parents to spend time in the home, ensure that children have sufficient time and support to form close bonds with the childminder.  The childminder shares comprehensive information with parents meaning that they are

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This provision is good

fully informed about her practice. This helps them to understand the Early Years Foundation Stage safeguarding and welfare requirements.  The childminder has clear understanding and robust procedures relating to aspects of safeguarding, including child protection and safety in the home. Consequently, children are protected.

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It is not yet outstanding because:

 The childminder does not make the very best use of information gathered from parents, or through her detailed assessments, to help children to make optimum progress in learning.  Children do not yet have regular planned opportunities to fully explore their local community, and similarities and differences, across the wider society.

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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

 enhance the already good planning so that it includes more sharply focused links to children's precise learning needs, to support their progress to the very optimum  broaden opportunities for children to gain a greater awareness of their local community, and the wider society and world around them, to maximise children's understanding and interest.

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Inspection activities

 The inspector observed activities in the childminder's house and garden, and talked with the childminder and children at appropriate times throughout the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.  The inspector reviewed the childminder's self-evaluation record.  The inspector discussed with the childminder her planned activity and the learning intentions for children.

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who attend. This is good

The childminder demonstrates good quality teaching. She supports children's progress well because she introduces new learning into all activities. For example, children laugh and giggle as they play a planned game of 'Hide the teddy'. They count spontaneously as they cover their eyes, show a developing understanding of taking turns, and begin to use terms to describe where they have found the teddy. Consequently, the childminder introduces children to new vocabulary to enhance their communication and language. The childminder presents children with opportunities to count, match and sort to help their developing mathematical confidence. For example, children use small coloured bowls filled with matching wooden beads to talk about colours and sort them into sets. The childminder skilfully follows children's lead as they decide to place them onto their fingers and sing 'Two Little Dickiebirds' together. In this way, she makes sure that children know

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who attend. This is good

their ideas are valued, which supports their self-esteem. As a result, children are well prepared, both in their learning and emotionally for their move to pre-school, nursery or school.

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good

Children develop a good awareness of personal hygiene because the childminder introduces them to simple routines from an early age. Children wash and dry their hands using personal towels hung on hooks in the bathroom after washing their hands. They become independent because the childminder involves them in simple routines, such as helping her to prepare their lunch. Outdoor play is given a high priority. Children choose to play outdoors where they bounce on the trampoline and play in the tent. They investigate living creatures because they view snails in a tank, feeding them with cucumber and watching their growth. They also plant vegetables, such as potatoes, before harvesting and eating them. The childminder provides some activities that support children's understanding of the world. For example, they complete activities linked to Ramadan and other cultural celebrations. However, broad activities to maximise children's interest in the

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good

world around them are not yet planned regularly to enhance their awareness of diversity.

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provision is good

The childminder demonstrates that she understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She evaluates her practice and attends training and conferences that help her to continue supporting children's progress. For example, a seminar entitled 'Effective literacy in early years' enabled her to reflect on the way that she supports communication and language and literacy. The childminder shares children's progress check between the ages of two and three years with parents and monitors children's progress closely. She understands each child's individual learning and development. However, the childminder is continuing to strengthen the way that she links assessment to planning to maximise the use of that information, and that gained from parents, to extend children's progress even further.

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Setting details

Unique reference number EY438460 Local authority Hertfordshire Inspection number 853925 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Telephone number

The childminder was registered in 2011 and lives in Stevenage. She operates all year round from 7.30am to 5.30pm, 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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