Hassall, Sonia Hu-Yun

Inspection date

Previous inspection date 4 February 2016 Not applicable

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's quality of teaching is good. She understands how children develop and provides a broad range of play experiences. The childminder makes frequent observations of children. These build towards a clear record of assessment and help her to plan for children's next steps in learning.  The childminder talks to children about their extended families. They celebrate Australia Day, taste Sri Lankan foods and enjoy activities linked to a variety of festivals. Children have opportunities to look at maps of different parts of the world. All of this helps children to broaden their understanding of diversity beyond their immediate family.  Children show clear enjoyment in sharing books with the childminder. They are animated and eagerly talk about the characters in the stories. Children begin to retell parts of the story together and notice the words that rhyme. The childminder successfully helps children to develop their interest in reading.

p.1

This provision is good

 The childminder promotes children's well-being effectively. She works hard to form close bonds with parents and children during settling-in periods which are flexible to accommodate their needs. She helps children to establish a feeling of emotional security and ably promotes their learning.

p.1

It is not yet outstanding because:

 The childminder does not work as effectively as possible with all other settings that children attend, to ensure continuity in children's learning and enhance their progress further.  Although the childminder builds good relationships with parents, she does not always make the best use of information from them about their children's achievements at home, in order to enrich the planning of activities so that children make rapid progress.

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

 build on the partnerships with other settings that children attend to more effectively support continuity in their learning  make better use of information from parents about children's learning at home in order to further enrich the planning of activities.

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 talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at a range of documentation, including policies, evidence of the suitability of household members, observation and assessment documentation and the safeguarding procedures.  The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector took account of the views of parents as provided in documentation.  The inspector reviewed the childminder's self-evaluation methods.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows the signs and symptoms that might indicate a cause for concern about children's welfare, and how to report such concerns. She completes clear risk assessments and keeps parents informed about children's well-being in a variety of ways, including using online communication. This is the childminder's first inspection since her registration and she has developed effective methods of self-evaluation. For instance, she uses a notebook to record her thoughts and aid her to reflect on daily practice. She seeks feedback regularly from parents to help her continuous improvement. The childminder attends networking meetings that enable her to extend her knowledge. She finds and attends relevant training in order to better support the children she cares for. For example, she recently completed training aimed at promoting boys' development more effectively.

p.3

Quality of teaching, learning and assessment is good

The enthusiastic childminder offers well-planned activities. Children are encouraged to play cooperatively and to develop their imagination. They enjoy role play and represent what they see around them, such as dressing up and being a doctor. Children eagerly explore materials, such as malleable dough, and use simple tools to cut and shape it. They confidently name shapes and correctly use simple mathematical terms, such as big and little. The childminder builds on children's developing interest in shapes. She offers shape cutters in the dough and, later on, provides opportunities for sticking with shapes to reinforce their learning. The stimulating home environment is rich in labels, words and letters. The childminder promotes children's interest in identifying initial letters and their sounds. She helps children to recognise numerals and successfully fosters their developing language skills and interest in number.

p.3

Personal development, behaviour and welfare are good

Children respond well to the childminder's calm, caring approach. She acts as a good role model and helps children to develop positive attitudes towards others. Children learn that good hygiene routines are important. When they are washing their hands, the childminder helps them to think about why they are doing so. She helps them to understand the link between germs and good health, and she promotes children's independent self-care skills. Children are physically active. They attend regular social activities with the childminder and build their confidence within new settings and larger groups. Children enjoy trips by bus and train to many places in the community, such as museums, local parks, London and the zoo. These activities are used successfully by the childminder to help children learn about the wider world. The childminder effectively nurtures children's emotional security in readiness for starting school.

p.3

Outcomes for children are good

All children make good progress given their starting points. The childminder reviews their progress closely and plans activities that motivate them to learn. Children acquire and practise the skills needed for the next steps in their learning, including school.

p.3

Setting details

Unique reference number EY460545 Local authority Hertfordshire Inspection number 939501 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 3

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2013 and lives in Watford. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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