Freeman, Annette

Inspection date

Previous inspection date 11 October 2016 18 June 2013

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

 The childminder makes the most of available opportunities to extend her professional development and enhance her good quality teaching. For example, following online training and research, she is more aware of ways to support children's speech and language skills and help to develop their interest in literacy from an early age.  Self-evaluation is accurate and includes the views of parents and children. The childminder has enhanced the outdoor areas to embrace children's curiosity and imagination. Children enjoy using available resources to mix pretend potions.  Children have many opportunities to develop their social skills and gain a sense of community. For example, the childminder takes children to weekly playgroups, music classes and library sessions where they interact with children of all ages.  The childminder is responsive to the individual needs of each child. For example, she specifically plans activities to accommodate their need for a rest. This enables children

p.1

This provision is good

to gain the most from their daily experiences.  Parents are very happy with the care that the childminder provides. They appreciate the regular updates on their children's progress and well-being. Parents of young children review information through daily phone messages and videos, helping them to be well prepared for children's learning at home.

p.1

It is not yet outstanding because:

 On occasions, the childminder does not gather detailed information 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 use opportunities to enhance children's awareness of potential risk and build further upon their good understanding of how to keep themselves safe.

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

 seek more detailed initial information from new parents about their children's learning to further support accurate assessments of children's starting points  strengthen opportunities to help children develop their growing understanding of how to identify potential risks and keep themselves safe.

p.2

Inspection activities

 The inspector observed daily routines and children's activities indoors. The inspector talked to the childminder at appropriate times throughout the inspection.  The inspector observed the childminder play alongside children and completed a follow- up discussion about children's learning and progress.  The inspector looked at the childminder's documentation, including policies, a self- evaluation form, training certificates and children's learning records.  The inspector took account of the views of parents through recently completed questionnaires and a number of thank you cards.  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.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has refreshed her knowledge of current child protection issues. She has a good understanding of the signs and symptoms that may indicate a child is at risk of harm. She is clear about the procedures to follow if she has any concerns and completes ongoing risk assessments to help ensure that her home remains safe for children. The childminder is aware of how to build relationships with other childcare providers to promote continuity for children. In addition, she makes herself available to support older children with homework tasks, as needed. The childminder uses effective systems to keep her knowledge up to date. Some of the ways she does this is through regular discussions with other childminders, links with the local children's centre and membership of a professional childcare organisation.

p.3

Quality of teaching, learning and assessment is good

The childminder knows children well. She makes careful observations of them as they play and uses this information to plan suitably challenging activities. The childminder has reviewed her methods of assessment to establish more effective ways of working. She now completes these more frequently, which helps her to more swiftly identify and address any gaps in children's learning. The childminder chooses timely moments to step in and support children as they play. She demonstrates how toys work and provides encouragement for children to have a go. Young children show interest in interactive toys and enthusiastically move their whole bodies to music. They enjoy experimenting with sounds. Children use their physical skills as they pull up to a standing position. They revel in the childminder's regular praise.

p.3

Personal development, behaviour and welfare are good

The environment is well organised and enables children of all ages to make choices in their play. The childminder regularly changes the toys she makes available to help maintain children's levels of interest. Children are settled in the childminder's care and have developed secure attachments to her. They eagerly imitate actions they have observed as they wave, clap and react to others by smiling. Children develop an understanding of diversity beyond their immediate experience. For example, the childminder talks to children about the cultures of the different countries that they visit. She also helps children to cook a range of traditional foods from these countries. The childminder uses these opportunities to talk to children about food that is good for them. She encourages them to consider how sweet treats may not be good for them. Children enjoy regular fresh air and exercise to help maintain their good health. They play in the

p.3

Personal development, behaviour and welfare are good

front or back garden and regularly go on local dog walks with the childminder.

p.3

Outcomes for children are good

Children make good progress in their learning. They demonstrate a sense of themselves as an individual, confident to attempt things independently. Children are eager to explore from a young age and show good levels of concentration as they play with their chosen toys. Children are well prepared for the next stage in their learning, including their move on to school.

p.3

Setting details

Unique reference number EY400069 Local authority Hertfordshire Inspection number 1065442 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 18 June 2013

p.4

Telephone number

The childminder was registered in 2009 and lives in Letchworth Garden City. She operates during term time only from 7.30am to 6pm, Monday to Thursday, except for bank holidays. The childminder is registered to provide funded early education for two-, three- and four-year-old children.

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