Childminder in Hertfordshire

Inspection date

Previous inspection date 12 May 2015 9 February 2011

p.1

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

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Safeguarding procedures are good. The childminder has a secure understanding of how to keep children safe. She has attended child-protection training and understands her roles and responsibilities to safeguard children's welfare. She also has a valid first-aid qualification.  The childminder has recently completed an appropriate level 3 childcare qualification. This contributes to her good knowledge and secure understanding of how young children learn and develop.  The childminder provides a warm, welcoming environment where children feel safe and secure. She offers consistently high levels of praise and encouragement to children, which promotes their self-esteem and confidence. This effectively supports their all- round development and emotional well-being.  Children form secure attachments with the childminder. She is caring and considerate of their individual needs. As a result, they are happy and engaged in activities. The

p.1

This provision is good

childminder is a good role model for the children. Children are aware of the expectations of the setting and respond positively by behaving very well.  The childminder makes very good use of the outdoors and the local community to extend children's learning experiences. She takes them for frequent walks to local shops and the library. Children collect dandelions to feed the family rabbit. This helps them to experience and gain an understanding of living things and the natural world.

p.1

It is not yet outstanding because:

 The childminder has not yet fully established ways to obtain learning and development information from parents when children first start with her. Similarly, she does not yet regularly share such information with other early years settings that children attend.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend the initial information obtained from parents to include further detail of children's development, in order to plan even more precisely for their continued progress from an early stage  build on the good communication with other settings in order to ensure a coordinated approach to children's ongoing learning.

p.2

Inspection activities

 The inspector viewed all areas used by children.  The inspector observed the childminder playing and interacting with the children.  The inspector spoke to the childminder and children throughout the inspection as appropriate.  The inspector looked at children's assessment records.  The inspector looked at a sample of records and policies relating to children's welfare, health and safety. She also checked evidence of the suitability of the childminder and other people living at the premises.  The inspector took account of the written views of parents and carers included in the childminder's documentation.

p.2

who attend. This is good

The childminder's teaching is consistently good and all children make good progress in their learning and development. The childminder recognises children's emerging interests and next steps in learning. She shares these observations and assessments with parents. The childminder adapts her interactions according to children's individual ages and stages. For example, she talks using clear and simple words for younger children and adds questioning and challenges for older children. Children are enthusiastic and engaged in their learning. The childminder encourages them to join in songs with actions as part of a music and movement activity. Older children count sticks they have collected on the way back from school and order them by size. The childminder models appropriate words to describe them. Younger children learn how to work interactive toys and are supported to place large pegs in a coloured board with holes. Children of all ages enjoy the feeling of

p.3

who attend. This is good

running silk scarves over their heads and faces. These varied learning experiences prepare children well for their next stage in learning and their eventual move to school.

p.3

good

The childminder effectively supports children's growing understanding of how to keep themselves safe and healthy through daily routines and purposeful guidance. For example, she reminds the youngest children why they must not stand on chairs and encourages all children to wash their hands before they eat. The childminder provides a balanced and nutritious menu. Children of all ages are involved in the preparation of snacks and meals. This helps develop their understanding of healthy eating, as well as promoting independence. Children enjoy regular fresh air and exercise in the well-resourced garden and on outings. The childminder takes the youngest children to a local playgroup, where they meet and play with other children. This helps to develop their social skills.

p.3

provision is good

The childminder is committed to promoting good-quality provision. She has effective systems in place for monitoring children's progress. The childminder reflects upon her practice to identify areas for development. She seeks relevant training in order to further improve the children's learning. For example, she recently attended a course about mathematics in the early years. She is now confident and enthusiastic about implementing new strategies for developing the children's skills and understanding in this area of learning. The childminder has established close relationships with parents and keeps them informed about every aspect of their child's care. However, the initial information obtained from parents does not include enough detail of children's prior achievements and development. This means that planning is not always sharply focused from the very beginning. Similarly, an exchange of information with other early years settings does not

p.3

provision is good

yet take place regularly. This means that a shared approach to children's learning is not always possible. Parents are overwhelmingly complimentary about the childminder and they are extremely happy with the care and teaching she provides.

p.3

Setting details

Unique reference number EY346955 Local authority Hertfordshire Inspection number 863145 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

p.4

Name of provider

Date of previous inspection 9 February 2011

p.4

Telephone number

The childminder was registered in 2007 and lives in Abbots Langley. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5