Childminder in Hertfordshire

Inspection date

Previous inspection date 18 May 2015 1 December 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 are developing the key skills for the next stage of their learning, such as at school.  Children's mathematical development is good. The childminder models counting to the children as they play and they join in. Furthermore, she enables children to understand shape and space, as they think about what pieces of train track they need.  The children are caring and kind. They like to help the childminder settle her baby to sleep, as they go upstairs and they sing quiet songs together.  The childminder takes account of the views of the parents. Parents' comments are positive about the care and activities the childminder provides and the positive impact this has on children's development.

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This provision is good

 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 help children to make decisions and choices. Consequently, new children are not always able to know what toys are available to them.  The childminder does not always extend children's knowledge of how things work to the highest level, for example, by consistently using factual books to extend children's knowledge of the world.

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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 boxes, using words and/or pictures  support children's increasing awareness of how machines work, for example, by extending the use of factual books, to give them a visual representation of how railways work.

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Inspection activities

 The inspector observed the childminder engaging in activities with children and spoke with her about the 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 the parents and 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 new children find what they need to extend their learning. Children enjoy using a motorised train set; they demonstrates a good understanding of how to make the train go and stop. They are perplexed when the train stops on its own and investigate the reason why this has happened. The childminder is skilled in giving them time to solve their problems, and uses effective questions to prompt them to succeed. However, there is scope to enhance the way children find out about how things work, even more, by providing them with a range of reference books. The childminder uses her good knowledge of the children, and regular observations to inform her

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who attend. This is good

assessments and plan for children's next steps.

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good

The childminder provides a caring and nurturing environment, where children are happy and settled. Children show compassion and concern for each other. For example, when the younger children cry the older ones make physical contact with them, and suggest to the childminder what might be making them upset. The childminder helps children to understand rules and turn taking, as she plays board games with them. The children are pleased when they win, although they understand that sometimes the other person is the winner. The childminder has recently gained access to an allotment. She is using this to help children understand how healthy food grows, by providing opportunities for them to plant fruit and vegetables. Children develop their physical skills by using the plentiful resources in the garden, and accessing large play equipment in the local park. These good experiences support children very well in developing the skills that they need to adopt a

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good

healthy lifestyle. Regular meetings with other childminders help children to develop good social skills, as they play with other children of 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 and education she provides for the children. For example, the childminder has recently considered the use of her garden, and has made significant improvements to ensure the garden is suitable for children to use throughout the whole year. The childminder sources professional development opportunities, to refresh her good knowledge and understanding. This has a positive impact on her practice. She uses discussions with parents to seek their views and she reflects on these for future development. The childminder 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 EY380997 Local authority Hertfordshire Inspection number 858640 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 1 December 2010

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Telephone number

The childminder was registered in 2008. She operates all year round from 7am until 6.30pm, Monday to Friday, 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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