Childminder in Hertfordshire

Inspection date

Previous inspection date 17 December 2015 11 March 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children benefit from continuity in their care and learning experiences. The childminder has built close working partnerships with other settings that children attend. She shares relevant information about children's development to help them progress. Children are well prepared for the next stage in their learning, including the move on to school.  Children are eager to learn and happily participate in the range of fun activities that the childminder provides. The childminder effectively records children's achievements through observation and precise assessments. She uses this information to plan for future activities, providing appropriate challenge so that children make good progress.  The childminder has established a warm and welcoming environment. Children have positive relationships with her and show that they feel at ease in her home. The childminder gives children regular praise and encouragement. This helps them to build

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This provision is good

their self-esteem and confidently engage in new experiences.  The quality of teaching is consistently good. The childminder has a strong knowledge of how children learn and develop. She incorporates children's interests into her planning and adapts activities to meet their individual level of ability. Children particularly enjoy participating in the music and toddler groups they attend.  The childminder encourages children to talk about what they are doing, building their communication and language skills. All children, including those who speak English as an additional language, become confident in expressing themselves.

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It is not yet outstanding because:

 Occasionally, the childminder does not provide enough information to parents about their child's next steps to enable them to fully support children's progress.  The childminder does not make full use of professional development opportunities to raise the quality of teaching to the highest level.

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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

 provide parents with more information to enable children's learning at home to be extended  identify and access professional development opportunities to raise the quality of teaching and children's level of achievement to outstanding.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector discussed a planned activity with the childminder.  The inspector held a meeting with the childminder. She looked at relevant documentation, such as the self-evaluation, a selection of policies and the children's learning records.  The inspector spoke with the children at appropriate times during the inspection and took account of their views.  The inspector read comments written by some of the parents and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of the procedures to follow if she has a concern regarding a child's welfare. This is supported by a comprehensive policy which she shares with parents. The childminder promotes children's safety well. She carries out risk assessments prior to taking children on outings and ensures hazards are kept to a minimum in her home. The childminder regularly monitors children's progress and ensures those who need additional support receive targeted intervention. The childminder is committed to improving her provision. She uses self-evaluation to identify areas for development and makes changes to her practice to improve outcomes for children. For example, she has recently introduced sign language to support non-verbal children and has implemented a visual timetable so they are able to see what will happen in the daily routine. However, the childminder has not taken full

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Effectiveness of the leadership and management is good

advantage of other professional development opportunities to build further on her teaching skills and raise all children's level of attainment to outstanding.

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Quality of teaching, learning and assessment is good

The childminder makes detailed observations and assessments of children's progress and accurately identifies their next steps in learning. Children build their social skills as they meet with other children for weekly art and craft activities. All activities are suitably challenging, which helps children to stay engaged and enjoy their learning. Children's interests are incorporated and, consequently, children are highly motivated and eager to join in with the exciting range of activities which include cooking, visits to an aircraft museum and walks around the local lakes. The childminder uses effective teaching strategies. She models new language, building children's vocabulary, and provides children with a wealth of opportunities to develop their mathematical skills. For example, children eagerly explore a tray of shiny objects, including tinsel and shells. They count the objects and talk about the sizes of the shells they find.

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Personal development, behaviour and welfare are good

Children are well behaved and receive consistent messages about expected behaviour. They share and patiently wait their turn while using a sand timer. Children are confident, respect each other and use their manners. They are happy and settle well as the childminder takes the time to get to know them. Healthy lifestyles are promoted. The childminder provides a choice of healthy snacks and regular opportunities for exercise. Children enjoy walking in the local area and visiting the local farm. They also go on outings to a park which has child-friendly exercise equipment. Children learn about diversity. They value differences in society as they take part in activities and stories which incorporate different festivals and events. They make Diwali lights and a Chinese dragon.

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Outcomes for children are good

All children, including those who speak English as an additional language, are making good progress from their starting points in readiness for school. The childminder quickly identifies gaps in the children's learning and, with targeted support, these are closing.

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Setting details

Unique reference number 129144 Local authority Hertfordshire Inspection number 874810 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 12 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 11 March 2011

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Telephone number

The childminder was registered in 1993 and lives in Hatfield. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 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 .

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Telephone number

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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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