Voisey, Juliet Caroline

Inspection date

Previous inspection date 7 May 2015 11 March 2010

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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 quality of teaching is good. The childminder provides fun, high-quality learning experiences for children, both indoors and outside. She ensures these reflect children's interests. As a result, children are highly motivated and eager to explore their surroundings. They are developing the key skills for the next stage of their learning.  The childminder supports children to develop their knowledge of the world and environmental issues very well. For example, they help her sort out the household recycling.  Children's sense of well-being and belonging is strong, because the childminder forms secure emotional attachments with them. She works closely with parents to find out about children's starting points and care needs. This contributes to children feeling very settled and secure.  The childminder takes account of the views of parents. Their written comments are positive about the care and activities the childminder provides and the positive impact

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This provision is good

this has on children's development.  The childminder demonstrates a strong understanding of how to protect and safeguard children. Through putting into practice good policies and procedures, she actively promotes children's safety and welfare.

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It is not yet outstanding because:

 In some instances, the plentiful resources are not labelled to optimise children's ability to make decisions and choices. Consequently, children are not always able to find the resources they need to complement their learning.  Books and toys that reflect positive images of different people and communities are not widely available to extend upon children's understanding of diversity.

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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 children's access to the good resources still further, for example, by providing clear labelling on baskets, using words and/or pictures  enhance children's understanding of people and communities even more, for example, by providing more books and resources reflecting positive images of other cultures.

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Inspection activities

 The inspector observed the childminder engaging in activities with children and talked with her about children's learning.  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 the suitability of household members and a range of other documents, including the safeguarding policy.  The inspector took account of the views of parents as recorded in written documents and from the childminder's self-evaluation form.

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who attend. This is good

The childminder has a good knowledge and understanding of the Early Years Foundation Stage. She provides a range of resources to support children's learning and development. These are regularly rotated according to children's interests. However, not all resources are clearly labelled to help children find what they need to extend their learning. Young children have many opportunities to explore sensory materials, such as water. They enjoy filling and emptying containers and using bottles to squirt water on the window. The childminder supports their mathematical development as she talks about 'full' and 'empty'. The childminder makes use of festivals and special celebrations to enable children to develop an understanding of the world. However, children do not always have access to a broad range of resources, such as books, to see more positive images of other cultures. The childminder uses her good knowledge of the children and regular observations to

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who attend. This is good

inform her assessments and plan for children's next steps. Consequently, children are developing into competent learners in preparation for their move to nursery and school.

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good

The childminder provides a caring and nurturing environment, where children are happy and settled. Children are content to play and explore on their own. They are aware of when they need support and actively seek out the childminder to ask her for help. The childminder demonstrates that she understands the stages of development of each child as she effectively challenges them in their learning. Children have continual access to stimulating experiences in the outdoor environment. The childminder provides opportunities for children to plant fruit and vegetables. Furthermore, she uses her allotment to help children understand how food grows. The children enjoy being able to eat their own produce and learn about foods which are good for them. Children develop their physical skills by using ride-on toys in the garden and accessing large play equipment in the local park. These good experiences support children very well in developing the

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good

skills that they need to adopt a healthy lifestyle. Regular meetings with other childminders help children to develop good social skills as they play with other children their own age.

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provision is good

The childminder is confident about child protection procedures, which protects children's welfare. She regularly reflects on her practice; this helps her to maintain the already good standards of care she provides for the children. The childminder sources professional development opportunities to refresh her good knowledge and understanding of how to support children's ongoing needs. For example, training she recently attended had a positive impact on the way she carries out the progress check for children aged between two to three years. The childminder uses discussions with parents to seek their views of her practice and she reflects on these for future development. She effectively monitors her educational programmes and assessments of children. As a result, she identifies gaps in children's learning and ensures she effectively addresses them.

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Setting details

Unique reference number EY384588 Local authority Hertfordshire Inspection number 858878 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 11 March 2010

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Telephone number

The childminder was registered in 2008. She operates all year round from 7.30am until 6pm, Monday to Friday, during school term times.

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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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