Childminder in Hertfordshire

Inspection date

Previous inspection date 16 May 2016 2 May 2012

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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

 Children develop extremely strong attachments to the childminder. She treats them with great affection, care and respect. This strongly supports their emotional well- being.  The quality of teaching is good. The childminder uses effective strategies to entice children to explore during their play and to show curiosity and intrigue. This promotes children's self-motivation in their learning.  Partnerships with parents are strong. Parents are well informed about their children's ongoing learning and well-being. They are supported well in guiding their child's learning at home.  The childminder takes children to community groups and the local area. These visits provide stimulating play experiences which help them to learn about the wider world and support good progress in their learning and development.

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It is not yet outstanding because:

 Partnerships with some other settings that children attend are not fully explored to share children's learning more extensively, and to offer more consistency in making sure they make the best possible progress.  The childminder's professional development plans do not focus sharply on continuing to develop her knowledge and teaching skills even further.

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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

 extend the arrangements for sharing information with other settings about children's learning and development to promote a more consistent approach to their learning  explore ways to engage in professional development opportunities that focus more precisely on further developing knowledge and skills and raising the quality of teaching to an even higher level.

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Inspection activities

 The inspector and childminder jointly evaluated a teaching activity.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.  The inspector reviewed the provider's self-evaluation form.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good knowledge and understanding of safeguarding policies and procedures, and is aware of her responsibilities in this respect. The childminder has a clear understanding of her responsibilities to meet the learning and development requirements. Through self- evaluation, she takes into account the views of children and their parents and uses this to reflect on the quality of her provision. Parents express high levels of satisfaction with the home-from-home environment that the childminder provides. The childminder is able to identify areas of strength as well as those that she would like to develop further. The childminder has identified that there is room to enhance her knowledge and support of children's progress further and wants to attend appropriate training courses.

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Quality of teaching, learning and assessment is good

The childminder provides a welcoming environment where children demonstrate they feel happy and enjoy being with her. She knows children very well and talks in detail about their strengths and areas for further development. Children receive good attention, have fun and are making good progress. Accurate observations show how children are developing consistently in their expected development bands and are acquiring skills for their next steps in learning. The childminder skilfully models language to inspire their developing vocabularies. Children are making very good rates of progress in their communication and language development. The childminder asks questions to promote their deeper thinking. For example, she encourages children to think about what they need to ensure their dolls can sleep comfortably. This is one of the many ways that the childminder supports children's development, providing a solid base for future learning.

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Personal development, behaviour and welfare are good

Children are happy and settled in the warm and caring family environment. The childminder is a good role model through being happy, calm and kind towards children. The childminder has high expectations for children's behaviour. She calmly and consistently supports children to understand what is acceptable behaviour. She places emphasis on creating a positive atmosphere of praise for children's efforts, promoting their self-confidence and sense of self-esteem. Children settle quickly and are encouraged to become independent and are becoming confident, happy learners who are keen to explore. Children's health and hygiene needs are all met efficiently and the childminder encourages children to understand how to keep themselves safe.

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Outcomes for children are good

All children make good progress given their starting points and capabilities. The childminder promotes children's independence and self-care skills well. Children's confidence is growing and they are eager to try things out for themselves, acquiring key skills to support their future education.

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Setting details

Unique reference number EY346958 Local authority Hertfordshire Inspection number 863146 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder was registered in 2007 and lives in Potters Bar, Hertfordshire. She operates from 8am to 4pm, Monday to Friday, during term time only.

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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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