Oliver, Tracey

Inspection date

Previous inspection date 17 September 2015 25 September 2009

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder plans activities that are closely matched to children's particular interests and developmental needs. This keeps them engaged and builds their desire to explore and investigate further. As a result, they acquire new skills and positive attitudes to learning.  The childminder builds children's confidence in speaking and listening. She introduces new words, models language and emphasises meaning throughout their play and activities.  Children demonstrate strong attachments to the childminder and relationships are warm and full of fun. This helps them feel safe and secure, and adds to their enjoyment.  The childminder helps children develop high levels of self-confidence and independence. She consistently gives them choices, listens to their voice and encourages them to follow their own interests.  The childminder has well-established relationships with other early years settings and

p.1

This provision is good

schools. This enables her to share children's assessments with other professionals and discuss ways to provide continuity in children's learning.

p.1

It is not yet outstanding because:

 The childminder does not explore the most effective ways to encourage all parents to contribute to children's starting points and assessments.

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

 explore more reliable ways of involving parents in setting children's starting points for learning and contributing to ongoing assessments.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector discussed a planned activity with the childminder.  The inspector held discussions with the childminder at suitable times. She looked at relevant documentation, including training and qualification certificates and evidence of the suitability of the childminder and household members.  The inspector read and took account of the written feedback from parents.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder updates her knowledge and awareness of a range of safeguarding issues and understands her responsibilities in reporting concerns to the relevant agencies. She has obtained a relevant qualification which contributes to her good knowledge of statutory requirements and the quality of teaching and learning. She evaluates the effectiveness of her practice by taking account of the views of parents and other childminding colleagues. She reflects on their critical observations in order to improve her own teaching skills. For example, she has learned to allow children greater freedom to explore and express their own ideas when using art and craft materials. The childminder promptly reviewed the way she recorded accidents and incidents following a recommendation at her last inspection.

p.3

Quality of teaching, learning and assessment is good

The childminder is naturally interested in the way that children learn. She knows their personalities, preferences and developmental needs well. This helps her plan activities that are currently meaningful to each child. A painting activity keeps children thoroughly absorbed because she plans it well and incorporates their interests. She enables them to use their favourite toys for printing and making marks, as well as more traditional tools. The childminder has developed a straightforward but useful approach to evaluating children's learning and tracking their progress. She identifies next steps in their learning based on what they already know and can do. She shares children's achievements and progress at regular intervals with parents. However, she does not always fully involve them in establishing children's starting points or encouraging them to contribute to ongoing assessments.

p.3

Personal development, behaviour and welfare are good

The childminder works effectively with parents to promote children's good health. Her welcome pack includes, useful guidance about suitably nutritious packed lunch foods. This supports children's capacity to make healthy choices. The childminder sets clear expectations for children's behaviour from the outset and encourages them to explore their feelings. Consequently, they learn to respect acceptable and safe boundaries. Children become aware of risks appropriate to their age and understanding, such as how to use technology safely and recognising the potential danger posed by hot drinks. The childminder supports children's emotional readiness for school. By the time children move on they are confident and capable of managing their own needs and personal care.

p.3

Outcomes for children are good

All children make good progress and achieve well in all areas of learning. As a result, they develop a broad range of skills and positive attitudes that serve them well in the next stage of their learning.

p.3

Setting details

Unique reference number EY298439 Local authority Hertfordshire Inspection number 861650 Type of provision Childminder Day care type Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

p.4

Name of provider

Date of previous inspection 25 September 2009

p.4

Telephone number

The childminder was registered in 2004 and lives in Welwyn Garden City. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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