Childminder EY442496

Inspection date

Previous inspection date 11 May 2016 22 August 2012

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 provides a warm, homely environment for children. They feel secure in her care and seek help and reassurance as needed.  The well-qualified childminder demonstrates a good quality of teaching. She knows each child well and expertly adapts her practice to respond to their individual needs.  Children listen to stories with increasing attention and recall as the childminder reads them their chosen books. She uses expressive language as she repeats phrases linked with characters from the book and children guess who they are.  The childminder uses a range of ways to help promote children's speech and language skills. She pronounces words clearly, skilfully questions children and provides them with concise explanations.  Parents value the daily information that the childminder provides and are very happy with the tailored, nurturing care that their children receive. Parents of children who

p.1

This provision is good

speak English as an additional language comment on how their children copy and teach them familiar expressions, such as never mind. Children then begin to use these in context at home.

p.1

It is not yet outstanding because:

 The childminder does not always fully work in partnership with all the other settings that children attend to share information and extend their individual learning even further.  The childminder sometimes carries out simple daily tasks for children that they could manage for themselves, and so does not always promote their independence to the very best extent.

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

 strengthen partnerships with the other settings that children attend to develop more effective ways to share information about children's learning and development  make the best use of everyday opportunities for children to develop their independence even further.

p.2

Inspection activities

 The inspector observed daily routines and children's activities indoors. She talked to the childminder and children at appropriate times throughout the inspection.  The inspector observed planned 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 files.  The inspector took account of the views of parents through discussions on the day and recently written feedback.  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.

p.2

Effectiveness of the leadership and management is good

The childminder reflects on her practice and has successfully addressed the previously raised recommendation. Since the last inspection, she has attended training to help her plan for children's next steps in learning. The childminder reviews the educational programmes that she provides to ensure all children progress well towards the early learning goals. The arrangements for safeguarding are effective. The childminder completes regular safeguarding training and is aware of the procedures to follow should she have a concern for any child in her care. She values the additional understanding and skills she gains from her part-time teaching role within a diverse school environment, which informs her practice within her own setting. In addition, she effectively implements a range of policies to promote the ongoing safety and welfare of children. This includes the close supervision of older children as they use technology.

p.3

Quality of teaching, learning and assessment is good

Children are motivated to learn in this bright, stimulating environment. They have plentiful opportunities to make choices and develop their imagination using the wide range of resources available. Children pretend to take on the role of shop assistant and sell a selection of shoes to customers who ring the bell for attention. The childminder uses timely moments to play alongside children and extend their learning. For instance, she introduces simple mathematical language as she asks them to measure shoe sizes and use coins to take payment. Children use household chairs to extend and elaborate their play ideas as they pretend to travel in their spaceship with friends. The childminder regularly assesses children and provides them with a range of challenging activities. This enables them to acquire many new skills. She takes account of children's interests and plans activities in line with these to maintain their focus and support their good progress.

p.3

Personal development, behaviour and welfare are good

Children show some awareness of the daily routines and settle with ease. The childminder acts as a good role model. Through gentle reminders, children learn expected ways to behave and how to be kind to others. The childminder engages children in regular discussion to help raise their awareness of cultures and communities beyond their own. Children enjoy a variety of nutritious, well-balanced meals and nurture the growth of herbs and vegetables in the childminder's garden. They enjoy regular opportunities for fresh air and exercise. For example, they walk to school each day, visit local parks and access a large play area through the back garden gate. These are some of the many ways that the childminder helps to promote children's healthy lifestyles.

p.3

Outcomes for children are good

All children, including those who speak English as an additional language, make good progress from their starting points. Children develop confidence in a range of situations and learn how relationships work. They recognise the need to take turns during group games and follow instruction well. Children are given time to reassess and build on their previous learning. They sing happily during periods of uninterrupted play. Children gain the essential skills that they require for their move on to nursery and then school.

p.3

Setting details

Unique reference number EY442496 Local authority Hertfordshire Inspection number 1042280 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 9 Total number of places 6 Number of children on roll 9

p.4

Name of provider

Date of previous inspection 22 August 2012

p.4

Telephone number

The childminder was registered in 2012 and lives in St Albans. She operates from 7.45am to 6pm, Monday to Friday, during term time. The childminder holds qualified teacher status and supports children who speak English as an additional language.

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