Childminder EY309493

Inspection date

Previous inspection date 3 November 2016 5 November 2012

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 provides a range of simulating activities to engage children's interest. She offers support and encouragement to children as they try out and develop a range of new skills.  The childminder works closely with parents to implement clear boundaries and promote children's good behaviour. Children know to sit at the table when they eat, use their manners and show respect and kindness to others.  Children work cooperatively alongside their friends to solve problems and achieve a task. For example, they examine a range of football cards and work out which way around they need to be placed to complete a picture.  The childminder's fun and caring nature helps children to develop secure attachments. They clearly enjoy their time with the childminder and remark that, 'She makes us laugh and gives us excellent toys'.  Children learn about risk and how to keep themselves safe. The childminder uses

p.1

This provision is good

opportune moments to reinforce these messages. For example, she explains to children about the dangers of a hot oven as their home-made pizzas are cooking and why they must not place their hands in the cat flap as they play nearby.

p.1

It is not yet outstanding because:

 The childminder's professional development is not yet sharply focused on strengthening her understanding of recent changes to practice and guidance.  The childminder does not always share the most relevant information with other settings that children attend, to support their continuity of care and development.

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

 explore further ways to strengthen professional development, in order to gain the most up-to-date information on local and national strategies in childcare and drive towards achieving and maintaining outstanding practice  enhance the partnerships with other settings that children attend in order to improve their continuity of care and development.

p.2

Inspection activities

 The inspector observed daily routines and children's activities indoors. She talked to the childminder and children at appropriate times throughout the inspection.  The inspector observed and discussed a planned activity with the childminder.  The inspector looked at the childminder's documentation, including policies, children's records, training certificates and registers.  The inspector took account of the views of parents and children through recently 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.

p.2

Effectiveness of the leadership and management is good

The childminder values the views of parents and children to reflect on and improve the service that she provides. For example, following recent feedback, she reissued relevant policies to parents to ensure that they are fully informed about her practice. In addition, she took account of children's detailed interests and purchased the most suitable resources to enhance their enjoyment. The childminder regularly meets with other childminders to share ideas for children's activities. She is not currently using her assistant. The arrangements for safeguarding are effective. The premises remain secure and children's arrival and departure times are accurately recorded. The childminder has a good understanding of the signs and symptoms that may indicate a child at risk of harm. She knows the procedures to follow if she has any concerns for a child's welfare. In addition, she implements a strict policy on the use of mobile phones and electronic

p.3

Effectiveness of the leadership and management is good

devices, and is vigilant in her monitoring of how digital images are shared.

p.3

Quality of teaching, learning and assessment is good

Children have access to a wide range of resources, in addition to planned activities. This enables them to explore the environment and make choices in their play. The childminder is knowledgeable about how to develop experiences to extend children's engagement. She carefully plans these to fit into the short time that they are in her care. The childminder encourages children to try new things. For example, children examine a range of seasonal vegetables, they also study natural items collected on their daily walks. Children use single-handed tools to cut, slice and pierce holes in items of different textures. They eagerly pull off the layers of a leek and talk about how their eyes feel as they cut into an onion. They use pens to draw facial expressions on a turnip and talk about their feelings. The childminder regularly engages children in conversation and extends their vocabulary through the introduction of new words. Children confidently talk about their day. They

p.3

Quality of teaching, learning and assessment is good

detail the activities they take part in, before and during school, such as tennis lessons and their attempts to climb outdoor equipment. Children listen intently to the contributions of others.

p.3

Personal development, behaviour and welfare are good

Children experience a smooth move into the childminder's care and quickly become familiar with the daily routines. For example, children happily walk to school each day, whatever the weather. The childminder gathers detailed information from parents before children start. She uses this to help her prepare an environment that is welcoming and includes their favourite things. Children take responsibility for their belongings and demonstrate good levels of independence. They put away their coats and shoes as they come in from school and help to prepare the evening meal. The childminder praises children for their achievements and encourages them to demonstrate their abilities to the other children. This helps to build further on their existing confidence. The childminder teaches children ways to keep themselves healthy and well. For example, she reminds them to wash their hands after using the toilet and to take regular drinks of fresh water.

p.3

Personal development, behaviour and welfare are good

Children have many opportunities to access fresh air and exercise. They play in the childminder's garden and go on planned outings during school holidays.

p.3

Setting details

Unique reference number EY309493 Local authority Hertfordshire Inspection number 1059702 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 9 Total number of places 6 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection 5 November 2012

p.4

Telephone number

The childminder was registered in 2005 and lives in Redbourn. She provides wrap-around care for children in full-time education during term time and through the school holidays. The childminder works very occasionally with an assistant.

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