Childminder in Hertfordshire

Inspection date

Previous inspection date 20 April 2015 30 November 2009

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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

 Children develop good physical skills. The childminder provides opportunities for them to access fresh air and exercise on a daily basis. For example, children enjoy outside play where they access a range of equipment, and they regularly take part in local group activities and outings.  Children are settled and happy. The childminder's co-worker provides a warm and welcoming environment where children's emotional well-being is supported. Effective settling-in visits are organised to suit individual families and this means children settle quickly and develop effective bonds and attachments.  The childminder promotes children's safety. Regular risk assessments are completed, safeguarding training is attended, and policies and procedures are reviewed and updated regularly. Consequently, the safeguarding and welfare requirements are met.  Teaching is good and children are making good progress. Regular observations are

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This provision is good

used to identify children's next steps in learning and these are incorporated into future plans to encourage children's development.  The childminder has a good relationship with parents, carers and other providers. She ensures that children's progress is regularly shared and she encourages opportunities to support and extend their learning outside of her setting. Consequently, children are supported in acquiring the skills they need for their future learning in school.

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It is not yet outstanding because:

 The childminder does not fully support the development of children's thinking skills because sometimes she does not give them enough time to respond to her questions before providing the answer herself.  The childminder does not maximise opportunities for children to learn about the importance of good health because she does not routinely encourage them to understand the need to remove germs after coughing and sneezing and when washing their hands.

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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

 maximise opportunities for children to think further, for example, by giving them time to respond during discussions and activities  extend opportunities for children to learn about healthy lifestyles and reducing the spread of infection; for example, when washing their hands and after sneezing or coughing.

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Inspection activities

 The inspector reviewed and discussed self-evaluation with the childminder.  The inspector observed adult-led activities, free play, and the snack routine. She talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at evidence of the suitability of the childminder, her co-worker, and a range of other documentation, including a range of written policies and procedures.  The inspector held joint discussions with the childminder in relation to observations of the children's play, learning and progress. She also viewed children's learning records and daily diaries.

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who attend. This is good

The childminder has a good knowledge of the Early Years Foundation Stage. She uses her understanding of the framework to plan and organise activities that incorporate children's next steps in learning and individual interests. For example, the childminder adds a range of vehicles to materials, such as sand and shredded cardboard. This encourages children to join in with different experiences, while still relating to their individual interests. As a result, children engage and enjoy their play. The childminder has a good relationship with parents and she provides effective settling-in visits to support children and their families in their move from home. Additionally, using the observations she makes, the childminder regularly reports on children's progress and achievements and shares this information with parents. Children are supported in their readiness for school because the childminder challenges them in their play by adapting activities accordingly. However, sometimes the

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who attend. This is good

childminder does not give children sufficient time to think when asking open-ended questions. As a result, children's learning is not maximised.

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good

The childminder promotes children's emotional well-being because she provides a stimulating environment where children have fun. Children's personal, social and emotional development is supported by the childminder who regularly praises them. For example, as children enjoy a sand and water activity they recognise many shapes and colours. The childminder expresses how clever they are, encouraging their self-confidence. Children's independence is promoted as they access a range of resources and make regular choices about their play. Children's health is supported because the childminder provides a range of freshly prepared meals and snacks. However, children do not develop a consistent understanding of the importance of good hygiene. For example, they are not encouraged to learn about the importance of removing germs after coughing and sneezing and when washing their hands. The childminder has a good relationship with parents.

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good

Their feedback is positive and, through questionnaires and daily diaries, they comment on how settled their children are.

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provision is good

The childminder has a good knowledge and understanding of how to safeguard children. She attends regular child protection training and is aware of the signs and symptoms of abuse. Children learn about their personal safety through discussion and daily outings in the local community. Consequently, children are safe. Since her last inspection the childminder has begun working on a daily basis with another childminder. They work closely together, planning activities according to children's individual needs, and they monitor and evaluate the setting together. They regularly discuss training opportunities and look at how these can improve their already good knowledge and understanding. As a result, the childminder is able to promote a continually improving setting.

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Setting details

Unique reference number EY315673 Local authority Hertfordshire Inspection number 996554 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 30 November 2009

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Telephone number

The childminder was registered in 2005. She works from the home of another childminder, who she works with on a daily basis. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a 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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