Childminder EY466205

Inspection date

Previous inspection date 2 August 2016 15 September 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Since the last inspection, the childminder has worked hard to develop her knowledge and understanding of the early years foundation stage. Methods used to observe and assess children's development are now precise. The childminder takes account of the different ways that children learn. She plans a wide range of challenging activities.  The quality of teaching is good. The childminder skilfully adapts activities to include children of all ages. For example, during a sensory activity, she places the resources at a low level to ensure the younger children fully benefit from the experience.  The childminder and her staff work well as part of a team to aid the smooth running of the setting and effectively follow children's individual routines. For example, young children enjoy close interaction with the childminder during bottle feeds, while the volunteer prepares and serves a hot lunch.  All children are developing good speech and language skills. They learn new words

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This provision is good

rapidly and use these to communicate in context. For example, they say more to indicate they would like a second helping of lunch. Children enjoy regular praise for their achievements.  Partnerships with parents are well established. Parents express how their children benefit from the warm, family-like environment. They also appreciate the childminder's experience and support during times of anxiety or change.

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It is not yet outstanding because:

 The childminder's programme of professional development is not yet sharply focused on driving the quality of teaching to the highest standard.  On occasions, younger children are not given a wide range of opportunities to develop their mathematical language in relation to shape and space.

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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

 embed a more focused programme of professional development that helps to raise the quality of teaching to a higher level  provide more opportunities for children to develop their understanding of mathematical language in relation to shape and space.

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Inspection activities

 The inspector observed daily routines and children's activities, both indoors and outdoors. She talked to the childminder and the volunteer at appropriate times throughout the inspection.  The inspector observed a planned activity and jointly discussed the intentions and learning outcomes of this with the childminder.  The inspector viewed the childminder's documentation, including policies, training certificates and children's learning journals. She discussed the childminder's self- evaluation and her future plans.  The inspector took account of the views of parents through a number of written references.  The inspector saw evidence of the suitability of all persons living or working on the premises and other documentation in relation to the safeguarding and welfare requirements.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her staff have a thorough knowledge of child protection procedures. They know the action to take should they have a concern for a child's welfare or in relation to the behaviour and conduct of another adult. There is a secure electronic entrance system, as well as robust risk assessments, to help ensure the environment remains safe and secure for children. The childminder actively promotes equality and diversity through her practice. She monitors staff performance and provides them with ongoing support. The childminder values staff input and parents' views to help identify her strengths and ways that she can further develop the setting. For example, she is currently considering various ways to raise the good standard of teaching across all areas. Furthermore, she plans to install a canopy to facilitate all-weather outdoor play.

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Quality of teaching, learning and assessment is good

The childminder knows children well and encourages their parents to share information about their learning at home. For example, parents willingly review and contribute suggestions to children's development files. This helps to inform the childminder's plans. The childminder reviews the progress of all groups of children. She evaluates each activity and values the help of her volunteer to enhance the learning programmes she provides. Children show interest in others' play and start to join in. They are motivated and show good levels of focus. For example, children concentrate as they use spoons to fill containers with flour, raisins and cereal. They move on to explore the textures with their fingers and feet as they tip out the mixture and some falls to the floor.

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Personal development, behaviour and welfare are good

Children are happy and settled in the childminder's care and develop secure attachments with her and her staff. They benefit from a stimulating, well-resourced environment, both indoors and outdoors, helping them to explore and make choices in their play. Staff relationships provide a good role model for children. They learn to carefully manoeuvre around others as they use larger resources and take turns during activities. Children show a desire to help with hygiene routines as they eagerly wash their hands before mealtimes. During visits to the allotment, children use their small-muscle skills to dig the earth and water vegetables. They enjoy regular outings to the farm, zoos and local soft-play facilities where they use large apparatus. These are some of the many ways the childminder provides children with fresh air and exercise to help promote their good health.

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Outcomes for children are good

Children develop a positive attitude to learning and gain a sense of themselves as individuals. They are keen to do things independently. They relish the responsibility of carrying out small tasks as they listen to instructions and help to tidy away the toys. The childminder works closely with other settings children attend. For example, she supports older children to research information in relation to their current projects. Children make good progress given their starting points. They acquire the essential skills they need to prepare them in readiness for school.

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Setting details

Unique reference number EY466205 Local authority Hertfordshire Inspection number 1044129 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 12 Number of children on roll 7

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Name of registered person

Date of previous inspection 15 September 2014

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Telephone number

The childminder was registered in 2013 and lives in St Albans. She operates all year round from 7.30am to 6.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She is registered to work with an assistant and regularly gains the support of a volunteer.

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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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