Childminder EY265560

Inspection date

Previous inspection date 23 March 2016 14 January 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

 The well-qualified childminder is ambitious and strives to provide the highest-quality care for children. She welcomes the views of both parents and children to help her reflect upon and make improvements to her practice.  The quality of teaching is good. The childminder knows the children well and provides them with a range of stimulating and challenging activities. She chooses timely moments to join in, suggest ideas and demonstrate how toys work.  Children's well-being is promoted through the warm and nurturing care that the childminder provides. She closely follows the routines of home and is responsive to the individual needs of each child and their family. This helps them all to experience a smooth move into her care and promotes continuity for each child.  The childminder takes children to activities within the community to help broaden their experiences. They take part in a weekly music class and attend a local childminding

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This provision is good

group. The childminder has been praised by other parents and providers on her focused interaction with children during these outings and on the evident progress they make in her care.  Partnerships with parents are well established. The childminder uses a variety of strategies to support the two-way flow of communication. Parents regularly contribute to children's learning journals and daily diaries. They express how their children, 'Feel at home' about being in the childminder's care.

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It is not yet outstanding because:

 The childminder has not considered more practical ways to constantly improve her very good standard of practice.  At times, the childminder does not make best use of what she knows about each child, in order to consistently challenge them to the very 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

 explore further ways to develop first-rate teaching practice  adopt consistently high expectations of children to 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 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 recently completed questionnaires.  The inspector saw evidence of the suitability of all persons living 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 arrangements for safeguarding are effective. The childminder regularly updates her safeguarding training and demonstrates a good understanding of how the most recent government policy relates to her own practice. She is fully aware of her responsibility to promote children's welfare and the appropriate action to take should she have any concerns. The childminder implements a range of effective policies and procedures to aid the smooth running of her home. She reads regular publications to help maintain an up- to-date knowledge of the early years and any important changes that may affect her. The childminder reviews the educational programmes that she provides and evaluates planned activities to ensure they meet the learning intention. However, at times, the childminder's ambitious plans are not achievable in the hours that children attend. She does not always make the most of everyday opportunities to challenge children to the very highest level.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of children and provides a good balance of adult- led and child-chosen activities to promote their learning. For example, during a planned activity, they use their hands to explore the different textures of cooked and dried oats. They practise their smaller physical skills as they use a spoon to transport the oats into pots. Children show an enjoyment of stories and listen intently as the childminder reads books they have chosen. She uses skilful voice intonation and a selection of props to help maintain their levels of concentration. Children recall previous stories they have shared and relate these to their own experiences. For instance, they state that they like ice cream, just like the children in the book. The childminder regularly observes and assesses children. She uses effective ways to consistently follow through the progress made by each child and identify their next steps for learning.

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Personal development, behaviour and welfare are good

Children have developed secure attachments to the childminder and her family. They seek comfort as needed and show affection towards the other children. Children follow expected boundaries with ease. They play well alongside others, take turns and recognise that their contributions are valued. The childminder acts as a good role model and implements robust procedures to promote safe-hygiene practice. For instance, she praises children who remember to cover their mouths when they cough and talks about washing hands to remove the germs. The childminder complements the food parents provide for children with a range of nutritious snacks. This helps promote healthy eating to the children. She encourages children to walk on outings and takes them to a variety of parks, enabling them to experience and use larger apparatus to help develop their physical skills.

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Outcomes for children are good

Children flourish in the childminder's care. Their confidence grows in a range of situations, aiding swift progress in their speech and language development. The childminder helps children to become independent in managing their personal needs. Through her targeted support, all children make good or better than typical progress from their starting points and are well prepared for the next stage in their learning.

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Setting details

Unique reference number EY265560 Local authority Hertfordshire Inspection number 848483 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 14 January 2011

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Telephone number

The childminder was registered in 2003 and lives in Baldock. She operates all year round from 8am to 5pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder holds a childcare 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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