Childminder in Hertfordshire

Inspection date

Previous inspection date 29 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 effectively promotes children's learning and development, both indoors and outdoors. For example, children make bird feeders and hang them on trees outside, and then they enjoy bird watching. The childminder provides them with resourceful activities that successfully enhance their imagination, knowledge and skills.  Teaching is good because children learn through play. The childminder plans interesting activities that purposefully promote their next steps in learning. For example, children touch, feel and describe items they find in a magic box. They develop skills across all areas of learning during play.  The childminder invests in quality time with children and forms strong bonds with them. She develops secure partnerships with parents to provide children with a home from home approach to their care. For example, settling-in sessions are carefully planned and routines are designed to ensure children are comfortable and happy.

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This provision is good

 Child protection procedures are robust. The childminder participates in regular safeguarding training, has links with safeguarding services and knows the steps to take should she become concerned about children's welfare.  The childminder demonstrates good capacity for continuous development of practice. She participates in training and aims to achieve higher qualifications to enrich children's learning opportunities even further.

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It is not yet outstanding because:

 The childminder does not fully engage parents in sharing detailed information about children's skills on entry. Therefore, children's starting points of learning are not clearly identified. As a result, their learning is not maximised from the very beginning, using information from the people who know them best.

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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

 engage parents in sharing detailed information about the children's skills on entry, in order to effectively identify their starting points and maximise their learning from the earliest opportunity.

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Inspection activities

 The inspector observed children at play, and interacted with the childminder and children throughout the inspection.  The inspector observed and evaluated an activity with the childminder.  The inspector looked at children's assessment records, planning documentation, evidence of the childminder's suitability and other household members, and a range of other documents, including the safeguarding policy.  The inspector took account of the views of the parents, as recorded in reference letters.  The inspector reviewed the childminder's self-evaluation procedures, and discussed how she monitors her services for children.

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who attend. This is good

Assessments of children's skills are comprehensive, and enable the childminder to understand their interests and learning needs. She monitors children's progress using approved development guidance, and plans activities based on their needs and interests. The childminder works well with other settings the children attend, and skilfully extends their learning to her provision. Children demonstrate the characteristics of effective learning as they explore and play with interest. For example, they investigate ways to use art resources to create bracelets, belts and sunglasses. Partnerships with parents are good. However, they are not fully involved in identifying children's starting points in learning on entry, so that planning for children's learning is sharply focused from the outset. Educational programmes involve visits to the library and playgroups, to enhance children's learning. Through a good balance of adult-led and child-initiated experiences,

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who attend. This is good

children develop the skills they will need to successfully start school.

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good

The childminder is welcoming and effectively supports children's emotional well-being. For example, she warmly praises their good behaviour and achievements to boost their self- esteem and confidence. The childminder promotes children's good health by providing them with nutritious snacks and keeping them active. Children exercise and benefit from access to the garden, where they extend their play throughout the day. The childminder exchanges daily information with parents about the children's eating, toileting, and sleeping, and fully involves them in managing their behaviour. She teaches children to respect others and the environment. For example, they learn about personal safety, and the safety of others, as they cooperatively play on a trampoline. Children help with daily tasks, such as tidying up toys, and managing their personal hygiene. They are very independent and able to voice their wishes and ideas. The childminder teaches children

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good

about school life, and effectively supports them while they move on to school.

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provision is good

The childminder securely understands the safeguarding and welfare requirements. She promotes a set of policies, including safeguarding procedures. The childminder effectively shares all documentation with parents, so they understand how she manages her setting. The childminder ensures children's safety by conducting daily checks of her house and outings to minimise risks. She has links with the local children's centre and knows where to find support for children if needed. The childminder continuously reflects on her services. For example, she consults with parents, and completes the Ofsted self-evaluation form, which helps her to monitor the implementation of the Early Years Foundation Stage. The childminder knows children's needs and provides them with good standards of care and education.

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Setting details

Unique reference number EY450258 Local authority Hertfordshire Inspection number 924313 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2012 and lives in St Albans. She operates all year round, Monday to Friday from 7.30am to 6.30pm, 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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