Childminder in Hertfordshire

Inspection date

Previous inspection date 15 June 2016 7 September 2011

p.1

This inspection: Outstanding 1

Effectiveness of the leadership and management Outstanding 1

p.1

This inspection: Outstanding 1

Quality of teaching, learning and assessment Outstanding 1

p.1

This inspection: Outstanding 1

Personal development, behaviour and welfare Outstanding 1

p.1

This provision is outstanding

 The childminder is extremely creative and engaging in her teaching. For example, children are interested in fairies. The childminder provides them with a fairy tent and costumes. They make jewellery using beads to use as decoration in their play and cast interesting and funny spells on each other.  Children fully benefit from the particularly close partnerships between the childminder and their parents. Detailed information is exchanged regarding children's needs, learning and ideas for activities. For example, parents and the childminder discuss best ways to help babies to learn to sit independently and also share strategies to promote older children's writing and reading skills.  All areas of learning are expertly promoted in well-resourced play areas and activities. For example, children plant and grow vegetables on the childminder's allotment. They take the produce home, prepare and eat it. Children learn to be caring towards others,

p.1

This provision is outstanding

as they share the glut of produce with friends and other people in their community.  Settling-in sessions are tailored to meet children's individual needs. They settle swiftly, feel very comfortable and form very strong bonds with the childminder.  The childminder skilfully introduces children to healthy lifestyles. They have daily access to fresh air, outdoor play and exercise. Frequent outings are thoughtfully targeted to promote children's interests and learning needs. Children help in preparing their snacks as they learn about healthy eating in a practical way.  The childminder meticulously assesses and minimises risks in play areas and on outings. Children manage their personal safety, looking after toys and resources. They learn to be conscious of the safety of others. For example, older children know to keep resources, such as beads, on the table, to avoid younger children picking them up.

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

 evaluate the impact of further planned training and professional development opportunities to maintain the successful introduction of new ideas and learning experiences for children.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of activities with the childminder.  The inspector held discussions with the childminder about her reflective practice. She looked at relevant documentation, such as evidence the childminder's suitability and the suitability of members in the household.  The inspector took account of their views of parents from written feedback notes.

p.2

Effectiveness of the leadership and management is outstanding

The arrangements for safeguarding are effective. The childminder participates in child protection training and has built very strong links with external professionals. She has a secure understanding of how to safeguard children and closely monitors their welfare. The childminder shares her policies with parents and astutely engages them in sharing ideas and suggestions, on a regular basis, to improve her practice. Reflective practice is highly effective. The childminder is keen to participate in further specific training to enable her to implement even more ideas to benefit children's exceptional learning.

p.3

Quality of teaching, learning and assessment is outstanding

The childminder is an inspirational teacher. She is enthusiastic and celebrates children's achievements to encourage further learning. For example, while children play with dolls, the childminder knowledgeably involves them in learning to pronounce specific sounds that they find difficult, such as th. Children repeat words and learn to say them correctly. The childminder plans extremely interesting and challenging play opportunities for children. Writing tools are always available and children take huge pride in their work and pictures. The childminder skilfully promotes children's interest in books. Every week, they borrow books from the library to read with the childminder and their parents. Information about children's reading is discussed with parents so that reading skills can be extended. Assessments of children's skills are accurate. The childminder has an in-depth knowledge of what children know and can do and they excel in their learning.

p.3

Personal development, behaviour and welfare are outstanding

The childminder is extremely attentive towards children. She promotes their confidence and sense of self-esteem by celebrating and praising their efforts and ideas with great enthusiasm. For example, children are highly praised for helping the childminder to prepare a fruit jelly. They choose and discuss the colours, appearance and taste of fruit. Children chop fruit using knives and learn about the importance of keeping food preparation areas clean. Children then move on to prepare a tea party with modelling dough in the home corner, where they repeat what they have just learnt. The childminder teaches children about cultures, festivals and their community. Children's social skills are nurtured as they eagerly participate in group activities, such as singing and reading sessions at libraries. The childminder is an excellent role model to children. She teaches them to be kind, use good manners and be aware of the needs of others.

p.3

Outcomes for children are outstanding

The planning of activities for children is highly effective. Their interests are at the centre of educational programmes. Children can easily reach for toys to initiate and extend their own activities and play. Children have many resources to support their imaginative play as they express their creativity through role play, music and singing. They take musical instruments and engage the childminder in rhyming and creating sounds. Any emerging gaps in children's progress are immediately addressed through targeted activities. This means that no child gets left behind and they are extremely well prepared for their future learning at nursery and school.

p.3

Setting details

Unique reference number 130254 Local authority Hertfordshire Inspection number 854210 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 5

p.4

Name of registered person

Date of previous inspection 7 September 2011

p.4

Telephone number

The childminder was registered in 1990 and lives in Croxley Green. She operates all year round from 7.45am to 5.45pm, Monday to Thursday, except for bank holidays and family holidays.

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