Childminder in Hertfordshire

Inspection date

Previous inspection date 11 July 2016 Not applicable

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

 Children are active and inquisitive learners. They engage in a wide range of interesting and exciting learning experiences that is consistently based on their interests. For example, children grow in confidence as they explore the texture paint on their hands and feet. They use their vivid imaginations to build dens using large blankets and sheets.  The childminder runs a weekly parent and toddler group with her co-childminder. This helps children to extend their personal, social and emotional skills as they meet and play with other children. The childminder takes children on outings in her local community. They occasionally travel to these using public transport. This helps children to develop a good understanding of the world.  The well-qualified childminder offers a caring and welcoming environment for children. They enjoy her cuddles as they become tired. Children thoroughly welcome the childminder's sensitive interaction in their play.

p.1

This provision is good

 The childminder has a very good knowledge of how children learn and develop. She attends regular training, reads professional publications, and researches new ideas online. This has recently helped her to introduce innovative methods to specifically extend children's understanding of life cycles even further.

p.1

It is not yet outstanding because:

 The childminder obtains some useful information from parents when children first attend. However, her questions are not sharply focused to fully support her initial identification of children's precise learning needs.  The childminder is yet to establish highly effective partnerships with all other providers that children attend.

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

 extend the level of initial information obtained from parents to include further detail of children's development, in order to plan more precisely for their progress from an early stage  strengthen the partnership with other providers where children attend, so that more precise information about children's next steps in learning is shared to support their continuity of learning and development.

p.2

Inspection activities

 The inspector observed the quality of teaching during indoor and outdoor activities, and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times.  The inspector observed a planned activity and jointly discussed this with the childminder.  The inspector looked at children's assessment records, a selection of policies, safety procedures and required documentation.  The inspector looked at evidence of the suitability of the childminder and adults who live at the premises over 16 years of age.  The inspector took account of the written views of parents.  The inspector reviewed how the childminder evaluates her setting to continually improve outcomes for children.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good knowledge of how to protect children in line with new legislation. She keeps accurate records of children's hours of attendance and detailed contact information for all parents. The childminder works in close partnership with her co-childminder to ensure that children benefit from a high-quality learning environment. They complement each other's good practice, effectively utilising their individual strengths. The childminder and her co- childminder thoroughly reflect on their practice to continually improve learning outcomes for all children. Robust monitoring of the learning programmes enables the childminder to swiftly identify and address any gaps in children's learning. Parents are full of praise for the service that the childminder provides. They appreciate the home-from-home atmosphere that she creates.

p.3

Quality of teaching, learning and assessment is good

The childminder places a high priority on promoting children's communication and language development. Children positively respond to her undivided attention and ample time to respond to her questions. Children eagerly use complex sentences to share their thoughts and talk about family members. The childminder introduces children to letters and sounds in a fun and engaging way. For example, children join in with actions and songs that represent different letters of the alphabet. They are beginning to form recognisable letters and describe the marks that they make as they create postcards. The childminder sounds out the letters that children write. This helps to promote their early reading skills. Children have a good understanding of time. They talk about the experiences that they enjoyed yesterday and last week, such as seeing a frog in the outdoor area.

p.3

Personal development, behaviour and welfare are good

Children independently manage their own personal needs and demonstrate a good awareness of how to keep themselves safe. They behave very well and demonstrate respect for their environment. They help the childminder to tidy away the broad range of good quality toys they have chosen and have finished playing with. Children demonstrate a secure understanding of a good hygiene routine. They know to wash their hands before eating and after going to the toilet and playing outdoors. Children have good opportunities to develop strength and stamina. The childminder's genuine praise motivates them to persevere at developing new physical skills, such as pedalling a tricycle. Children are excited to join in with active music and movement sessions. They move their bodies to create different shapes and clap their hands in rhythm to the music.

p.3

Outcomes for children are good

All children are supported to make good progress from their individual starting points. Children demonstrate a real love of books. They thoroughly enjoy sharing them with their friends, making up stories from the pictures on the pages. Children solve complex mathematical problems, such as addition and subtraction. This helps to prepare them well for their next stage in learning and eventual move to school.

p.3

Setting details

Unique reference number EY489251 Local authority Hertfordshire Inspection number 1021647 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 9 Total number of places 6 Number of children on roll 13

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2015. She works from her co-childminder's home in Hertford. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a qualification at level 3.

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