Childminder EY434378

Inspection date

Previous inspection date 3 November 2016 30 July 2013

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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 improved his practice since the last inspection. Partnerships with parents and other professionals are now strong, supporting children's learning and development between home, pre-school and the childminder's care.  The childminder promotes children's communication and language development very well. He demonstrates effective listening skills and expands children's vocabulary by introducing words that relate to their play.  The childminder is calm, kind and caring. He provides a homely environment where children settle easily and feel secure.  Children form strong emotional bonds with the childminder. They behave well and respond positively to the childminder's instructions.  Children move around independently and safely. The childminder helps children develop a good awareness of how to stay safe.

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It is not yet outstanding because:

 The childminder does not always make the most of all opportunities to encourage children to experiment with writing.  The childminder does not actively use the views of parents and children regularly to help him to strengthen his provision and practice further.

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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

 provide more opportunities to extend children's early writing skills  strengthen the process for self-evaluation to regularly include the views of parents and children, to help identify strengths and priorities to further improve the outcomes for children.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector observed the quality of teaching during activities indoors.  The inspector took account of the written views of parents.  The inspector looked at children's records and a sample of other documentation, including policies and procedures. She checked evidence of the suitability of adults in the home.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the procedures and knows how to respond to any concerns in order to help keep children safe. This helps him to care for children in a safe and secure environment. The childminder keeps detailed information about the progress each child makes. This is shared regularly with parents, along with ideas about how they can continue their children's learning at home. The childminder recognises the importance of gaining new skills and updating existing ones to help him improve outcomes for children. For example, he is proactive in gaining support from early years advisers and other childminders to help keep his knowledge up to date. The childminder is highly thought of by parents, who comment positively on the care he provides.

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Quality of teaching, learning and assessment is good

Children enjoy themselves while they are with the childminder. They are keen to participate in the enjoyable activities and benefit from the childminder's focused involvement in their play. For example, as they pretend to prepare lunch, the childminder helps to extend children's mathematical skills as he asks questions about the temperature, colour and volume of the food they prepare. The childminder gathers helpful information from new parents about children's development and interests. Children enjoy playing with a wide range of good quality materials and activities, which is based on their interests. The childminder supports their play and learning well. Children explore freely, use their imagination and are motivated to learn. The childminder provides valuable opportunities for children to continue their learning during visits in the local area. Children learn about the natural world and the wider, diverse community. This helps children to be curious and

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Personal development, behaviour and welfare are good

The childminder builds good relationships with children. He carefully meets their needs and interests and praises them for their achievements. This has a positive impact on children's emotional well-being and prepares them well for their eventual move to school. The childminder effectively supports children's physical and emotional well-being, valuing and celebrating their achievements. Children learn to be kind, respect each other and to celebrate their differences. Children develop the confidence to mix with larger groups, where they socialise with others. For example, the childminder takes them to local toddler groups to socialise with adults. Children learn about the benefits of living a healthy lifestyle. For example, they enjoy a wide range of opportunities outdoors and choose when they want to go out.

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Outcomes for children are good

Children make good progress from their starting points. They are confident and enthusiastic learners. They gain the necessary skills to support their eventual move on to other settings. For example, they quickly learn to recognise different mathematical concepts, such as size and shape, in their play.

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Setting details

Unique reference number EY434378 Local authority Hertfordshire Inspection number 1043274 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 30 July 2013

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Telephone number

The childminder was registered in 2011. He lives in Tring, Hertfordshire. The childminder operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays.

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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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