Childminder EY337167

Inspection date

Previous inspection date 21 April 2016 15 May 2013

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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 has made positive and valuable changes since the last inspection. For example, she has established an effective flow of information between herself, parents and other settings that children attend. This has helped to improve outcomes because children benefit from continuity and the collation of assessments, which gives all adults an all-round view of the child.  Children display good levels of independence and confidence. They choose and find their own choice of toys and resources and understand their responsibility to tidy them away when they have finished.  Children have formed affectionate and caring relationships with the childminder and other children. They learn to share, take turns and understand each other's similarities and differences.  Children benefit from being encouraged to explore the safe environment. The childminder minimises any risk to children and supports their understanding of

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This provision is good

appropriate and safe behaviour.  The childminder keeps up to date with current guidelines. She has strong links with other professionals and effectively researches current good practice in childcare.

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It is not yet outstanding because:

 The childminder does not always allow children sufficient time to help them learn through trial and error.  Sometimes, planned activities are too challenging because the childminder has not precisely identified children's individual next steps in 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

 increase the already good support for children's independence through encouraging them to try their own way and learn through trial and error  expand the way that assessment is used to support children's progress, in order to clearly identify their individual next steps in learning.

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Inspection activities

 The inspector observed teaching and the impact this has on children's learning.  The inspector looked at a selection of children's records, evidence of the suitability of adults and a selection of other documentation, including policies and procedures.  The inspector viewed all areas of the premises used for childminding.  The inspector and childminder jointly observed and discussed children's learning and development.  The inspector spoke to, and interacted with, children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a detailed knowledge and understanding of keeping children safe from harm. Additionally, she uses good explanations to ensure that children are developing an understanding of how to keep themselves safe. Partnerships with parents and other settings that children attend are good. For example, the childminder and other practitioners share and discuss the progress of individual children. This helps the childminder to gain a good picture of the child, both at her home and in a group setting. The childminder talks to parents, children and other professionals to gain their views on her practice. This helps her to be flexible and adapt her practice to meet the individual needs of children and their families. For example, she keeps a clear record of children's times and days of attendance, which enables her to offer variable times and days to suit parents who work shifts.

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Quality of teaching, learning and assessment is good

The childminder uses her knowledge and observations of children to accurately assess their abilities. She compares what they know and can do with typical expectations for their age and stage of development. She plans and provides a varied and interesting range of activities which incorporates all seven areas of learning. However, in her provision of planned activities for individual children, she has not clearly identified children's next steps in learning. This means that sometimes, aspects of activities are beyond children's current skills. For example, when children are making a crown for the Queen's 90th birthday, they get a little frustrated because their scissor skills are not yet mastered well enough for them to follow the zigzag pattern. This results in the childminder stepping in to finish cutting the crown to the planned shape. Sometimes, when children are trying to dispense and use sticky tape, the childminder steps in quickly to show them how and where to stick

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Quality of teaching, learning and assessment is good

the tape. As a result, children are not always given sufficient time for them to learn through experiment, trial and error.

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Personal development, behaviour and welfare are good

Children settle well into the childminder's care. She gains information from parents and other adults about children's likes, dislikes, interests, fears and comforters. Children show they are confident as they move between the lounge, playroom and dining room, finding their own choices for toys and resources. Their behaviour is good. The childminder uses clear explanations to enable the children to understand what acceptable behaviour is and what is not. The childminder supports children's good health and emotional well-being. Children adopt good hygiene practices and learn about leading healthy lifestyles through physical activities and by growing and cooking vegetables. Children learn to respect the childminder's pets and to stay safe around them.

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Outcomes for children are good

Children are making good progress. They display all the characteristics of effective learners. They are curious, self-motivated and independent. The childminder is effective in the support she provides to children as they progress through different stages of their learning and development. As a result, children are well prepared for school.

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Setting details

Unique reference number EY337167 Local authority Hertfordshire Inspection number 1043060 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 6

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Telephone number

The childminder was registered in 2006 and lives in Puckeridge. She operates all year round from 7.15am to 6pm, Monday to Friday, except bank holidays and family holidays.

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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

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

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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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