Childminder 129941

Inspection date

Previous inspection date 1 March 2016 10 December 2010

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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

 The childminder and her assistants work cooperatively to offer flexible, tailored care for children and their families. Together, the well-qualified team reflect on areas of the provision and value feedback on their practice to support continuous improvement.  The quality of teaching is strong. The childminder and her assistants know children well and have high expectations for what they can achieve. Children embrace the regular praise they receive and are proud of their achievements.  Children's well-being is effectively promoted. The childminder gathers detailed information about each child when they start. Parents express their appreciation for how closely the childminder follows the changing routines of home.  Children demonstrate good mathematical skills; they use numbers for counting and take part in activities to talk about concepts, such as, big, small, more and less.  Partnerships with parents are well established. Effective systems support the two-way

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This provision is good

flow of communication to keep parents informed of children's activities. They discuss shared strategies to support children's ongoing development.

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It is not yet outstanding because:

 The childminder's professional development is not yet sharply focused on strengthening her understanding of recent changes to practice and guidance.  On occasion, younger children are not provided with consistent challenge during planned activities to maintain their focused attention and further support their learning.

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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

 explore further ways to strengthen professional development, with particular focus on the most up-to-date information on local and national strategies in childcare, and drive towards achieving and maintaining outstanding practice  review the organisation of planned activities to offer consistent challenge to children of all ages and build on their learning potential.

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Inspection activities

 The inspector observed daily routines and children's activities indoors. She talked to the childminder, both assistants and children at appropriate times throughout the inspection.  The inspector observed adult-led activities and jointly discussed the intentions and learning outcomes of these with the childminder.  The inspector viewed a sample of 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 discussions on the day and recently completed questionnaires.  The inspector saw evidence of the suitability of all persons living or working on the premises and other documentation in relation to the safeguarding and welfare requirements.

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Effectiveness of the leadership and management is good

The childminder has successfully addressed both of her previous recommendations. For instance, she has developed the systems of observation and assessment to clearly track the overall progress children make. The arrangements for safeguarding are effective. All adults working with children have undergone full suitability checks. In addition, they complete regular safeguarding training and maintain a valid first-aid qualification. This enables them to take prompt action to protect children in their care. The childminder regularly reviews the practice of her assistants to maintain their good quality teaching. She shares some information with her assistants from the regular training and conferences that she attends to reflect upon and enhance the provision that they provide. However, the childminder has not yet thought more fully about how the most recent sector changes relate to her own practice and can further improve outcomes for children.

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Quality of teaching, learning and assessment is good

The environment is well planned and resources are carefully chosen to stimulate and enthuse children to learn. They have many opportunities to develop their speech and language skills, singing along to favourite songs and display actions that they know well. Children listen intently as the childminder reads their chosen stories and uses skilful voice intonation. The childminder and her assistants regularly observe children and have a clear understanding of what they need to learn. They plan weekly focus activities to help children achieve their next steps. For instance, older children practise their smaller physical skills and express their creativity as they paint pictures. They concentrate for long periods and repeat the activity using a range of tools, including sponges and daffodils. The childminder follows approved guidance to help her support children's continued progress.

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Personal development, behaviour and welfare are good

Children show an eagerness to attend and separate from their main carer with ease. They quickly develop secure bonds with the adults who take care of them, gain support as needed and seek cuddles when tired. The childminder and her assistants act as good role models and provide clear, concise expectations of behaviour. Children play well alongside others and learn how relationships work. They show confidence as they exhibit their unique personalities. For instance, they repeat actions that they recognise can amuse others. Children take part in a wide variety of cultural traditions as they learn that others may be different to themselves. Children have good self-help skills; they wash their hands before eating and attempt to peel their own fruit snacks. Daily outdoor learning opportunities help to promote their good health.

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Outcomes for children are good

All children benefit from regular assessment to ensure they make good progress from their starting points. They are confident, self-assured individuals who develop a positive attitude to learning. The childminder has established effective links with the other settings children attend. This enables them to experience continuity in their learning and ensure they develop the essential skills that they require in preparation for school.

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Setting details

Unique reference number 129941 Local authority Hertfordshire Inspection number 863970 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 3 Total number of places 9 Number of children on roll 14

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Name of provider

Date of previous inspection 10 December 2010

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Telephone number

The childminder was registered in 1992 and lives in Borehamwood, Hertfordshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder employs two full-time assistants. She holds an appropriate qualification at level 3. Her assistants hold a qualification at level 2 and 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

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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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