Childminder in Hertfordshire

Inspection date

Previous inspection date 21 April 2015 4 December 2008

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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 promotes young children's personal, social and emotional development well. She provides a warm and welcoming environment and helps children to feel secure through effective settling-in visits. Consequently, children are happy and settled and they develop strong bonds and attachments with the childminder and their peers.  The childminder completes regular observations and assessments of the children's progress. She provides detailed journals for parents and, through discussion, she encourages them to extend their children's learning at home. As a result, children make good progress and benefit from this consistent approach to their learning.  The childminder promotes children's communication and language development well. She consistently talks to children, encouraging their first words through repetition and facial expressions. She listens attentively to older children and this ensures that they

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This provision is good

feel valued and have a voice.  The childminder attends regular safeguarding training to keep up to date with legislation. She is able to identify the signs and symptoms of abuse and contact the right professionals if required to do so.  The childminder attends group activities and networking meetings to share information that develops her practice. She considers the service she provides and takes into account the views of parents and children that use her setting. Consequently, she is able to make continuous improvement.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities to build on children's developing curiosity about the natural world.  The childminder sometimes misses opportunities to extend children's early writing skills.

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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

 encourage young children to extend their understanding of the world around them, for example, by providing a wider range of everyday objects and natural materials, which they can explore and investigate  enhance opportunities for children to develop their early literacy skills, for example, by planning activities that encourage them to practise their early writing skills.

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Inspection activities

 The inspector talked to the childminder about her practice.  The inspector observed children during general play, an adult-led activity, outside play and at lunchtime. She talked with children at appropriate times throughout the inspection.  The inspector reviewed the childminder's self-evaluation and took into account the views of some parents expressed through written questionnaires.  The inspector looked at evidence of the suitability of the childminder and her family. She viewed a range of other documentation, including the childminder's policies and procedures and first-aid certificate.

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who attend. This is good

The childminder has a good knowledge and understanding of the Early Years Foundation Stage. She plans a range of activities and experiences to support children in making good progress. Young children are supported in their early language development because the childminder talks to them consistently. For example, when children are exploring some age-appropriate toys and resources she encourages them verbally in what they are doing. As a result, they engage quickly. She promotes their personal, social and emotional development because, for example, she praises them effectively. Children are confident as they pull themselves up to a standing position for the first time and the childminder congratulates them by clapping and cheering. As a result, children smile and gurgle happily. However, the childminder does not build fully on children's interest in the natural world. Most toys and resources are plastic, so children have few opportunities to explore

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who attend. This is good

and investigate natural materials. Additionally, the childminder sometimes misses the opportunity to engage older children in writing for a purpose. For example, during a planting activity, the childminder provides pots with pre-typed names on them, rather than encouraging children to write their names themselves.

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good

Children form strong bonds and attachments because the childminder works closely with parents to meet their individual needs. She ensures that she finds out as much about children as possible and she provides children and parents with good opportunities to get to know her before they start. As a result, children settle with ease and are happy. For example, young children study the childminder as she talks to them while they drink some milk. They touch her face affectionately and demonstrate a good sense of security. The childminder promotes opportunities for children to learn about leading healthy lifestyles as, for example, they follow good hand-washing routines after outside play and before eating. The childminder is able to meet children's individual and specific medical needs because she develops her own understanding through additional training when required. The childminder promotes children's independence and works with their parents to

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good

support them through daily routines. As a result, children benefit from this consistent approach and they are supported in acquiring the skills they need for school.

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provision is good

The childminder has a strong knowledge and understanding of the safeguarding and welfare requirements. She carries out regular risk assessments of her home and teaches children about personal safety. For example, children take part in evacuation practise, when they learn to respond appropriately in an emergency. Since her last inspection the childminder has gained a childcare qualification. This impacts positively on children because her practice has improved with the further knowledge and understanding she has gained. The childminder is developing newly-formed links with other providers and she discusses children's progress confidentially with them to promote their development.

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Setting details

Unique reference number EY304673 Local authority Hertfordshire Inspection number 861850 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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Name of provider

Date of previous inspection 4 December 2008

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Telephone number

The childminder was registered in 2005. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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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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