Childminder EY331611

Inspection date

Previous inspection date 8 September 2016 8 July 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

 Since the last inspection, the childminder has improved her procedures for observations, assessments and planning for children. Activities have appropriate learning objectives and children's next steps in learning are promoted well. For example, children use blocks to build a house together, developing mathematical skills and learning to share.  The childminder has actively participated in training. This helps her to improve her educational programmes and to ensure that the activities she provides for children meet their needs.  Teaching is good and all areas of learning are promoted well. Children enjoy accessible resources and interesting and challenging activities. The balance of child-led and adult- led play is good. For example, the childminder teaches children about London and they use the toys available to build a city. Children dress up as people who help us to extend their play.  The childminder works with other settings that children attend and uses the information

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This provision is good

they provide her with to narrow gaps in children's learning. For example, she works with teachers to support children's pronunciation of sounds that they find more difficult.  The childminder is very attentive to children's needs. They are happy in her care and settle quickly.

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It is not yet outstanding because:

 The childminder does not obtain detailed enough information from parents about children's skills when they first start. As a result, children's starting points in learning are not accurately identified.

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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

 obtain even more detailed information from parents about children's skills on entry to ensure the prompt identification of their starting points in learning, in order to secure the accuracy of initial planning for activities.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors. She talked to the childminder and children at appropriate times throughout the inspection.  The inspector completed a joint evaluation of an activity with the childminder. She discussed the impact of activities on children's learning.  The inspector viewed the childminder's policies and self-evaluation form. She also looked at training certificates and evidence of the suitability of members of the household.  The inspector took account of the views of parents as expressed through written references.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has good knowledge of safeguarding and child protection procedures. She attends regular training and is confident with regards to the steps to follow to keep children and herself safe. The childminder effectively risk assesses her house and outings. She teaches children to manage their own safety. For example, children learn to safely use the steps to the garden and to keep safe around pets and during outings. The childminder ensures that those who have contact with the children are suitable and children are safe in her care. She involves parents in her reflective practice, which helps her to tailor her services to children's needs. Children benefit from childminder's good teaching and develop their skills well.

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Quality of teaching, learning and assessment is good

The qualified childminder appropriately challenges children's learning and skilfully promotes their interests. As a result, children are eager learners. For example, children enjoy drawing on large and small pieces of paper and writing boards. They are challenged to use different writing tools to extend their skills. Children are engaged in giving meanings to their pictures. The childminder effectively promotes children's different learning styles, with activities both indoors and outdoors. For example, children play with dolls and decide to prepare a picnic for them in the garden. Imaginative play is promoted well and children describe what they do and past events. For example, they visit the cinema to watch a movie about fish. They retell the story in drawings and while playing with toy fish at the water tray. Children learn at a good pace.

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Personal development, behaviour and welfare are good

The childminder and children form strong bonds. They enjoy playing and talking and have fun together. Children proudly help the childminder in preparing their food and in setting up the table for meals. The childminder prepares nutritious home-made meals for children, always meeting their dietary needs. Children learn to lead healthy lifestyles. They manage their own hygiene, exercise and enjoy fresh air. The childminder teaches them about themselves and others. They develop social skills, enjoy playgroups, celebrate festivals and learn about their community. The childminder manages children's emotional well- being with the help of parents. She praises children's achievements and efforts. Children are confident and behave well. Parents and the childminder work in good partnership.

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Outcomes for children are good

Children's language development is effectively promoted through appropriate and clear questioning and discussions. This is well adapted for children's ages and skills. For example, children take selfies with the childminder and make facial expressions to show different feelings. They enjoy talking about each other's photos. Children benefit from good opportunities to critically think. For example, they discuss with the childminder the distance and route they use to get home. Children's progress is closely tracked and their emerging needs are swiftly tackled. They are well prepared for school.

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Setting details

Unique reference number EY331611 Local authority Hertfordshire Inspection number 1051152 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder was registered in 2006 and lives in Oxhey, near Watford. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and provides funded early education for three- and four-year-old children.

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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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