Childminder in Hertfordshire

Inspection date

Previous inspection date 2 June 2015 19 November 2009

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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 benefits from her experience as a qualified teacher as she recognises timely moments to join in and extend children's play. For example, she encourages children to use their thinking skills and solve problems, such as how they can secure materials to their designs. She remains close by to provide support as needed. This helps children develop a positive attitude to learning.  The childminder attends regular training as part of her professional development. A recent workshop on speech and language inspired her to try out different ideas. For example, she supported children to record and listen to their own voices to develop their communication skills. The childminder evaluates the impact of training to continually improve outcomes for children.  The childminder's effective partnerships with other settings support continuous learning for children and contribute towards a smooth move on for those starting school.

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This provision is good

Furthermore, she focuses on developing children's smaller physical skills and teaches them how to recognise and form the letters of their own name. Therefore, children gain essential skills needed in readiness for school.  The childminder understands the safeguarding and welfare requirements well. She completes regular safeguarding training to ensure she is aware of her responsibilities to protect children's welfare. In addition, she regularly reviews her emergency evacuation plan and completes risk assessments on all outings to keep children safe from harm.

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It is not yet outstanding because:

 The childminder, occasionally, does not gather as much detail as possible about children's learning at home. Therefore, she is not able to use this to enhance her detailed planning and support children to reach their highest levels of attainment.  On occasions, the childminder does not fully develop children's social skills, such as reminding them to say 'please' and 'thank you'.

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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

 strengthen the two-way flow of information with parents even further to focus more precisely on what children know and can already do at home, to support them in making the best possible progress in their learning and development  enhance the already good support given in modelling sociable behaviour, such as in consistently reminding children to say 'please' and 'thank you'.

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Inspection activities

 The inspector observed general play, and the snack and lunchtime routines. She talked with the children at appropriate times throughout the inspection.  The inspector observed adult-led activities and discussed the intentions and learning outcomes with the childminder.  The inspector sampled the childminder's documentation including policies, a self- evaluation form, training certificates and children's learning journals.  The inspector took account of the views of parents through a selection of written references.  The inspector saw evidence of the suitability of all persons living on the premises and other documentation in relation to the safeguarding and welfare requirements.

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who attend. This is good

The childminder displays a secure understanding of the learning and development requirements. She provides a stimulating and well-resourced environment to promote children's all-round progress. They use their imaginations in role-play activities, such as using the small-world toys. In addition, they follow their interest of well-known fairy tales as they dress up and listen to stories. The childminder has high expectations of children and encourages them to take ownership of planned activities. For example, children decide how to decorate their wooden puppets and what they will need to determine their own learning outcome. Children delight in these experiences and eagerly show off their unique designs as they perform a puppet show. Parents are able to extend the learning at home as the childminder keeps them fully informed of the activities children take part in and their response to these. However, her efforts to gather ongoing information from

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who attend. This is good

home to support her planning and help children to reach their optimum levels of achievement are not always successful. Nevertheless, the childminder completes precise assessments on children and identifies their next steps for learning. This helps her to devise suitably challenging experiences for each child to promote their good progress.

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good

Children enjoy their time with the childminder and are aware that they can gain help and reassurance as they need. This helps children to feel confident and demonstrates the secure bonds that they have developed. Children behave well and play happily alongside others. They discuss feelings and show awareness of how these can impact upon their friends and family. Children begin to manage their own personal needs as they dress themselves, turn the tap on and pour their own drinks independently. They wash their hands before all mealtimes and use separate towels. This promotes safe-hygiene practice. The childminder teaches children how to manage a knife and fork to cut their food and develop good social skills. However, on occasion the childminder does not consistently remind children to say 'please' and 'thank you' to further promote socially acceptable behaviour. Children have regular access to fresh air and exercise on their daily walks and

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good

weekly visit to an indoor physical activity. This promotes their good health.

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provision is good

The childminder has successfully addressed her previous recommendation. She ensures out of reach boxes are now clearly labelled so that children can make independent choices in their play. Furthermore, she regularly reviews the learning programmes offered and children's overall progress. This supports her to rotate the toys and retain children's interest. The childminder uses self-evaluation effectively to highlight her strengths and prioritise areas for improvement. Future plans include a course on technology to develop her own understanding and maintain her good quality of teaching. The childminder keeps herself up to date with any changes through her local children's centre and her membership to a professional childcare organisation.

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Setting details

Unique reference number EY318692 Local authority Hertfordshire Inspection number 862319 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 14

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Name of provider

Date of previous inspection 19 November 2009

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Telephone number

The childminder was registered in 2005. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds Qualified Teacher Status and provides funded early education for three- and four-year-old children.

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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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