Childminder in Hertfordshire

Inspection date

Previous inspection date 22 April 2015 Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 uses effective teaching strategies to support children's good progress and enjoyment. She skilfully introduces mathematical concepts and models language as they play, to support their communication. Therefore, children develop important skills and knowledge to equip them well for their next stage in learning.  Partnerships with parents are strong. Parents are very well informed about their children's learning and development. They receive useful daily reports, verbal feedback and see observation and assessment records. In addition, they receive specific advice and guidance on issues affecting their children when it is needed.  Children make positive relationships with the childminder and their peers because they are made very welcome. The childminder fully understands each child's emotional needs and shows a sensitive approach to helping them manage their feelings and develop self-confidence.

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This provision is good

 The childminder consistently promotes children's good health and hygiene throughout daily routines. She provides plenty of fresh air and outdoor physical activity each day and uses visual timelines to remind children of the importance of washing their hands and eating well-balanced meals.  The childminder thoughtfully considers children's safety. She takes account of the precise developmental stage of each child when making risk assessments in order to identify and minimize potential risk.

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It is not yet outstanding because:

 The childminder does not always share her accurate and precise assessments of children's progress frequently enough with other settings that children attend.  The childminder does not maximise opportunities for growing plants outdoors so that children can observe changes and life cycles.

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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

 extend the already strong partnerships to support children's continuity of care and learning by sharing assessments more frequently with other settings that children attend  enhance children's understanding of the world by planning more first-hand experiences for observing changes over time, such as sowing, planting, nurturing and growing a range of vegetables and flowers in the garden.

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Inspection activities

 The inspector observed general play in two different play rooms and the garden. She observed the snack and lunch time routines. She spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at evidence of the suitability of household members and a range of other documentation. First-aid and teacher training certificates were viewed.  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 form.  The inspector spoke to one parent during the inspection and took account of the written views of others.

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who attend. This is good

The childminder uses her early years teaching expertise to make regular and precise assessments of children's progress. From these, she plans interesting activities that reflect children's interests and individual learning needs. For example, when reading books she captures the interest and attention of younger children by using lift-the-flap books and props to bring the story to life. She uses language well and allows enough time for children to think and respond to her questions. As a result, children are keen to name the zoo animals, make animal sounds and recognise similarities and differences in size and pattern. The childminder extends these interests in her garden because she knows that some children prefer to learn actively outdoors. Similarly, she makes good use of the local environment to develop children's awareness of the natural world. Children occasionally plant cress seeds indoors but do not have any opportunities to actively nurture a wider

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who attend. This is good

variety of flowers and vegetables in the garden. At mealtimes the childminder extends older children's interests in numbers and counting by setting number and quantity problems to solve. This challenges their thinking and keeps them motivated.

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good

Children settle in well because the childminder obtains a good level of information from parents initially. She offers a series of phased visits during which she observes children in order to get to know their routines and preferences. This helps them feel secure and confident. She has formed positive relationships with other settings that children attend, but does not always use these to maximise children's continuity of care and learning. She seeks information from and shares her baseline assessments with these settings but does not routinely share further assessments or maintain communication in every case. Children respond to the childminder's consistent approach to encouraging positive behaviour and independence. For example, she allows children to make their own choices when exploring sensory materials in the garden, such as sand, dry cereal and cold cooked spaghetti. She reminds them to ask politely when they want more water to mix these resources together

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good

and shows them how to carry a tub of water safely together. This helps children to share and play cooperatively.

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provision is good

The childminder understands her responsibilities in safeguarding children and demonstrates the correct procedures to follow if she identifies any concerns. She keeps accurate records to support her safe practice and policies. The childminder monitors and evaluates the effectiveness of what she does in order to make continuous improvements. She subscribes to a number of professional organisations and websites in order to extend her already secure knowledge and learn new skills and ideas. Furthermore, she networks with other childminders and children's centres, which strengthens her professional partnerships. Parents report that they particularly value how she uses her early years teaching knowledge and experience to support children's very good progress in learning.

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Setting details

Unique reference number EY466246 Local authority Hertfordshire Inspection number 950859 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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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2013 and lives in Welwyn Garden City. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 6, including Qualified Teacher Status.

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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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