Childminder in Hertfordshire

Inspection date

Previous inspection date 19 May 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 an effective understanding and knowledge of how children learn through play. She leads the staff team to evaluate practice, to provide children with a continuously improving and quality learning environment.  The childminder gathers comprehensive information from parents about what children can already do when children first start. This enables the childminder to plan for children's ongoing development, as she knows what their needs are and where their interests lie. Children make good progress from their starting points.  The childminder's relationships with parents are strong and parents receive daily feedback about what their children have done each day. She provides parents with advice about how to support their children's learning at home.  The childminder sets high expectations for children's behaviour. Children understand boundaries and develop a good understanding and awareness of their own, and

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It is not yet outstanding because:

 The childminder's planning is not always as precise as possible to support children with what they need to learn next, to help them make the best progress possible.  The childminder misses opportunities to extend children's all-round development in the outdoor environment, which does not support those children who learn better outdoors.

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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

 use information from assessments more rigorously when planning activities and experiences, to help children make rapid progress in their learning  develop outdoor play to cover all areas of learning, to support those children who prefer to play outdoors.

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Inspection activities

 The inspector observed the childminder's teaching practice and the impact of this on children's learning.  The inspector spoke to children at appropriate times during the inspection and held a meeting with the childminder.  The inspector carried out a joint observation with the childminder.  The inspector looked at children's records and a range of other documentation, including the childminder's policies and procedures.  The inspector held a meeting with parents and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has thorough systems in place for maintaining children's welfare, including keeping them safe from harm. The childminder knows the possible signs that would give her cause for concern and what action to take to protect children. The childminder's qualification in early years and her management training, for example, have assisted her in running a well-organised provision with her co-childminder and assistant. The childminder keeps her skills and knowledge updated. For example, she attends training and network meetings, and meets with other childminders. She supports her assistant's development, including through discussing good practice with him.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. Children enjoy exciting activities and experiences that capture their interest and keep them engaged. Children develop strong communication and language skills for the future. For example, during a sensory activity, the childminder supported them to discuss and describe different smells, extending their vocabulary. Children have opportunities to develop their imaginations through role play and dance and movement sessions, for example, where they pretend to walk and dance like an elephant. Children learn about mathematics as they cut up or make shapes in play dough and count how many bowls are needed at snack time, for instance.

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Personal development, behaviour and welfare are good

Every child is included and valued in the setting and this is reinforced, for example, through daily routines such as group time, where children use sign language when singing welcome songs to each other. The childminder challenges any children's stereotypical views of themselves or others to teach them that everyone is equal and entitled to make their own decisions. Children develop confidence and are motivated to learn as they are encouraged to persevere when learning a new skill and praised for their efforts, for example. The childminder manages children's behaviour well, and her clear explanations help children to understand what they have done wrong. Children learn about their bodies and how they work, and this helps them to understand about health and well-being. Children play outside each day but learning opportunities here tend to focus on physical play.

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Outcomes for children are good

Children make good developmental progress. They develop important skills that prepare them well for school. For example, children practise writing their names and learn to recognise sounds at the start of words. Children learn to negotiate with each other when playing games and they share and take turns with toys.

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Setting details

Unique reference number EY452843 Local authority Barnet Inspection number 1049727 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 12 Number of children on roll 11

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Telephone number

The childminder registered in 2012. She lives in Whetstone, in the London Borough of Barnet. The childminder operates full time, all year round. The childminder works with a co-childminder, who is her mother, and an assistant. The childminder holds a recognised 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

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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