Burton Laura

Inspection date

Previous inspection date 26 August 2015 11 October 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 childminder makes interesting resources that closely relate to children's developmental needs. This is one of the ways in which she encourages children's active engagement, helping them build positive attitudes and the skills that support their learning. This prepares them well for the move on to school.  The childminder is fully committed to developing her practice. She completes additional training and uses her new knowledge to benefit children. She now uses more practical ways, such as board games and a 'stop and go' game to help children understand how to keep themselves safe.  The childminder uses her good teaching skills to adapt activities so that they are appealing and meaningful to each child. This helps to ensure that children enjoy their play and make good progress in their learning.  Children develop a good awareness of how to keep themselves healthy. They talk about nutritious food options and understand why it is important to drink water regularly

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This provision is good

throughout the day.  The childminder uses a number of methods, such as practical daily diaries and regular newsletters to aid her good communication with parents. She lends them resources and offers ideas for activities to try at home. In this way, she supports parents in extending their children's learning.

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It is not yet outstanding because:

 The childminder does not always make the most of all opportunities to support children in fully developing their skills in creativity and critical thinking.  The childminder sometimes carries out tasks for children and so does not always promote their independence to the very best extent.

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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 the opportunities for children to think critically during activities and discussions  extend the daily opportunities that enable children to develop their independence.

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Inspection activities

 The inspector observed activities in the childminder's house and garden.  The inspector talked with the childminder and the children present and carried out a joint observation with the childminder.  The inspector looked at children's assessment records, planning documentation, evidence of the suitability of household members, the provider's self-evaluation and a range of other documentation, including the safeguarding procedures.  The inspector also took account of the views of parents, as recorded in their written feedback to the childminder.

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who attend. This is good

The childminder has improved her procedures so that she now plans activities that are more effective in helping each child move on to the next stage in their learning. She interacts well with the children, suggesting resources that help them extend their play. For example, children learn to work together as they roll a ball to each other. The childminder then offers them straws and they enjoy the challenge of blowing table tennis balls along the floor. Children enjoy a range of activities that support them in developing their language and communication skills. For example, they eagerly explore the props in a 'music bag', confidently singing the songs associated with each item. The childminder offers children many opportunities that encourage their enjoyment of books and their early reading skills. For example, children become engrossed as they listen to the childminder skilfully reading a favourite story, going on to retell this to each other.

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who attend. This is good

However, children are less confident in developing their critical-thinking skills as the childminder offers them fewer opportunities to solve problems as they play.

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good

The childminder works with parents to gather clear information about children's needs. She helps children to feel settled and secure by paying attention to their preferences and closely observing their home routines. Children show their obvious enjoyment of the childminder's company and quickly build secure relationships with her. Thoughtful resources, such as simple pictures on a noticeboard, help children understand their own and other people's feelings. They talk about how their actions affect others and this supports them in understanding how to manage their behaviour. The childminder encourages children to keep trying when they find things difficult. These sensitive daily interactions help build children's self-esteem and their emotional stability in readiness for school. Children learn to use tools, such as scissors and cutlery, safely and efficiently. For example, they slice their fruit at snack time. However, the childminder does not always

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good

make the most of all opportunities to promote children's independence to the maximum.

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provision is good

The childminder has a secure understanding of the Early Years Foundation Stage and ensures that she meets all requirements. She completes regular training to keep her knowledge of safeguarding up to date. She understands how to recognise and report any concerns about children, thereby promoting their welfare. The childminder now uses self- evaluation more effectively to plan relevant improvements. For example, the addition of a low table with a rim enables children to play more freely with a range of resources. The childminder works well with other childcare settings. She exchanges relevant information so that children's care is consistent and their development is promoted. The childminder regularly checks children's progress and quickly addresses any weaker areas. For example, through offering additional resources and activities, she supports children in developing their skills in counting, addition and recognising written numbers.

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Setting details

Unique reference number 149594 Local authority Hertfordshire Inspection number 874969 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 11 October 2010

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Telephone number

The childminder was registered in 1999 and lives in Pirton. She operates all year round from 7.30am to 5.30pm, 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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