Childminder EY377219

Inspection date

Previous inspection date 15 August 2016 10 February 2015

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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

 The childminder has taken swift action since her last inspection to successfully address the actions raised. She now holds a valid first-aid qualification and has implemented effective systems to regularly review and replenish the contents of her first-aid kit.  The childminder values the experience gained through her role as an occupational therapist. She shares her expertise with parents and evaluates the impact of her teaching in helping children to achieve set goals.  The childminder works extremely hard to facilitate a fully inclusive practice. For example, she is able to help disabled children gain more control of their mobility and make informed choices in their play. She makes good use of specialist equipment, visual aids and the advice gained from other professionals.  The childminder closely follows children's routines from home to help them experience a smooth move into her care. Children have developed affectionate relationships with

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This provision is good

the childminder and enjoy cuddles and soothing words when upset or overtired.  Parents are very complimentary about the childminder's care. They comment that their children speak enthusiastically about their day with her and express how their lives have changed immeasurably, because of her hard work and dedication.

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It is not yet outstanding because:

 Occasionally, the childminder does not gather as much detail as possible from parents about children's learning at home when they start at the provision, in order to focus her early planning precisely on children's next steps.  The childminder does not always promote most-able children's independence to the very best extent. For example, she sometimes carries out simple daily tasks that some children could manage themselves.

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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

 focus more precisely on the initial information gathered from new parents to further support accurate assessments of children's starting points  make the best use of everyday opportunities for most-able children to develop their independence.

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Inspection activities

 The inspector observed children's activities indoors and outdoors. She talked to the childminder and children at appropriate times throughout the inspection.  The inspector observed a planned activity and jointly discussed the intentions and learning outcomes of these with the childminder.  The inspector viewed the childminder's documentation, including policies, a self- evaluation form, training certificates and children's learning journals.  The inspector took account of the views of parents through completed questionnaires and a number of written references.  The inspector saw evidence of the suitability of all persons living 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 conducts robust risk assessments of all the areas children use and has refreshed her knowledge of child protection issues. She vigilantly supervises children when other adults may be present in the home, such as occasional visitors or during times of outdoor building work. The childminder's accurate self-evaluation includes the views of parents and children to help identify areas for improvement. For example, following children's requests, the childminder has adapted the after-school routine to allow them more time for uninterrupted play before they are collected. The childminder has developed suitable relationships with the other settings children attend. She shares information on their progress and gathers details from their school reports to help promote continuity for each child.

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Quality of teaching, learning and assessment is good

The childminder uses effective methods of observation and assessment to monitor and support children's ongoing progress. This helps her to plan a broad range of challenging experiences. Children decorate biscuits to resemble their facial features during a planned activity. They spend time comparing and talking about each other's differences, such as why some children need to wear glasses. Children concentrate for long periods and practise their smaller physical skills to break and place chocolate buttons and fine coconut with precision. As children engage in self-chosen play, the childminder identifies opportune moments to extend their learning. For example, she provides additional resources for them to use as they build stories around toys and suggests a range of scenarios for them to consider. The childminder engages children in purposeful discussion as they use a range of tenses to recall previous experiences, both at home and in the setting.

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Personal development, behaviour and welfare are good

The well-resourced environment is stimulating, both indoors and outdoors. Children are motivated to explore with their friends and encourage each other to develop new skills, such as riding a two-wheeled bike. The childminder is a good role model. Children behave well and respond to her expectations to share resources and use their manners. The childminder uses a range of ways to help raise children's awareness of how to keep themselves healthy and well. During role play as doctors and patients, the childminder talks to children about the need for oxygen to help them breathe and medicine when they are poorly. She takes children to local attractions and parks to enjoy fresh air and exercise and reminds them to wear hats and take regular drinks of water in the warmer weather.

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Outcomes for children are good

All children make good progress given their starting points. They gain the essential skills needed to help prepare them for the next stage in their learning and where appropriate, the move on to school. Children are sociable, confident learners who eagerly express their own preferences. They embrace challenge and revel in the childminder's regular praise for their achievements. Children demonstrate a good range of mathematical skills. They name shapes, such as triangles and cylinders and use number names spontaneously.

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Setting details

Unique reference number EY377219 Local authority Hertfordshire Inspection number 1050594 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 10 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 10 February 2015

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Telephone number

The childminder was registered in 2008 and lives in St Albans. She operates all year round from 8am to 6pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. She holds a qualification in occupational therapy and supports children who have special educational needs or disability.

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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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