Hards, Helen

Inspection date

Previous inspection date 18 May 2015 25 March 2011

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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 childminder's key strength is her ability to communicate effectively with children. She engages them in conversations throughout their play and introduces new words, such as eucalyptus and possum, to extend each child's vocabulary. Furthermore, while looking at books, the childminder encourages them to tell her the story. As a result, children have very good language and speaking skills.  The childminder's caring nature ensures that children feel safe and secure in her setting. She values each child and enthusiastically praises them for their achievements. For example, when children are able to take their art t-shirt off independently, she exclaims how well they have done. This makes children feel important and encourages them to be confident and motivated learners.  The childminder has a good knowledge of safeguarding procedures. She has attended several child protection training courses and shares this information with her assistants.

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This provision is good

The childminder has a whistleblowing procedure in place and ensures that her assistants understand their responsibility to report any concerns they have. Consequently, children's safety and welfare is well protected.  Children behave very well in the setting. This is because the childminder consistently reminds them of her expectations. For example, she prompts children if they forget to say please or thank you, and encourages them to play cooperatively with each other.

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It is not yet outstanding because:

 The childminder has yet to establish highly successful partnerships with all parents, in order to ensure children's rapid progress towards the early learning goals.  The childminder does not make the best possible efforts to exchange information with other providers who share the care of children.

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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

 enhance partnerships with parents even further and fully engage them in children's learning at home, in order to promote children's very swift progress in their learning  extend the partnerships with all other settings where children attend, so that continuity of learning and children's swift progress is maximised.

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Inspection activities

 The inspector observed children taking part in a range of activities and spoke with the childminder and children at appropriate times throughout the inspection.  The inspector saw evidence of the suitability checks for the childminder and those persons over the age of 16 years living in the household.  The inspector looked at children's assessment records, policies and procedures and the childminder's self-evaluation form.  The inspector conducted a joint observation with the childminder.  The inspector spoke to a small sample of parents and read their reference letters, which were provided by the childminder. The inspector has taken account of their views.

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who attend. This is good

The quality of the childminder's teaching is very good. She plans a wide range of interesting and challenging experiences that extend children's learning. The childminder encourages children to count objects during play or if they are helping with a task. For example, she asks children to count how many art aprons or snack bowls they need. The childminder talks to children about the shapes of objects during play and learn how the number zero is an oval. This promotes children's mathematical knowledge and teaches them skills that they require for future learning in school. The childminder's precise assessments of children's learning show the good progress that they are making towards the early learning goals. Partnerships with parents are generally good. The childminder gains a wealth of information from parents about their children's abilities and individual care needs prior to attending her setting. However, she does not always engage all

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who attend. This is good

parents to support children's specific next steps in learning, to ensure their swift progress.

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good

The childminder fosters children's independence skills well. For example, she gives each child a job to do before mealtimes or when setting up planned activities. This means that children learn to do things for themselves from an early age. The childminder values the importance of supporting children to develop skills in readiness for school. For example, as well as encouraging children to be self-sufficient, she teaches them to have good social skills and to take turns during play. This helps children to make the move with confidence. The childminder provides a varied and balanced diet for children and ensures that they play outside on a daily basis. She provides opportunities for children to grow plants and vegetables in her garden, which she uses in her cooking. This contributes to children's good health and also their understanding of growth and the world around them.

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provision is good

The childminder has a good knowledge of the Early Years Foundation Stage requirements and implements them well. She ensures that her assistants understand their responsibilities to promote children's learning and care. The childminder evaluates the quality of her setting and is able to recognise areas for improvement. This includes offering her assistants guidance about how they can enhance the standard of their teaching. The childminder has correctly identified that she needs to provide her assistants with more information about children's next steps in learning, so they can support children even further. The childminder attends regular training sessions to develop her knowledge of how children learn and implements new ideas to enhance her setting. This demonstrates that training has a positive impact on children's learning. At present, the childminder shares information with some of the settings where children also attend.

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provision is good

However, she has yet to maximise partnerships with all of the settings who she shares the care of children with. Therefore, excellent continuity of learning is not fully promoted, in order to enable children to make rapid progress in their learning.

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Setting details

Unique reference number EY262759 Local authority Hertfordshire Inspection number 860570 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 15

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Name of provider

Date of previous inspection 25 March 2011

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Telephone number

The childminder was registered in 2003 and lives in Hemel Hempstead. She operates all year round Monday to Friday, sessions are from 7.30am to 6pm except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder employs two assistants on a part time basis.

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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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