Childminder in Hertfordshire

Inspection date

Previous inspection date 24 November 2016 30 January 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 provides a highly effective learning environment. She carefully considers the needs of children. Older children enjoy spending time in the den which is housed in the converted garage. Children use the living room to relax on the sofa. Toys are easily available for children to choose from in the dining room.  The childminder establishes very effective partnerships with other settings and schools that children attend. Information about children's development is regularly shared to promote consistency in their learning. She also arranges professional network meetings so that all providers in the area can share good practice and support each other.  Children make good progress. The childminder joins in with their imaginative play as children base their ideas on real-life experiences, such as shopping. They show their understanding of how to use technological equipment as they use toy cash registers for

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This provision is good

role play. They make announcements to their customers, welcoming them to the shop.  The childminder has a flexible approach to her settling-in arrangements. She works with parents to find out children's needs. The childminder is aware that moving settings can be stressful for children. She gives them the time and space to play freely and feel secure in her home, and skilfully supports them as they become familiar with their new nursery.

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It is not yet outstanding because:

 The childminder does not routinely seek opportunities to help her assistant to develop his knowledge and practice to the highest level.  The childminder does not always gain sufficient information from parents to help her to swiftly identify children's starting points in all areas of learning.

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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 further opportunities for the assistant to improve his knowledge and understanding of how to teach and support children to reach higher levels of achievement  gather more precise information from parents when children first start, so that children's prior achievements in all aspects of learning can be included in their starting point assessments.

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Inspection activities

 The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her.  The inspector saw the areas of the premises and garden used for childminding.  The inspector looked at children's assessment records. Evidence of the suitability of household members and a range of other documents, including the safeguarding policy, were also seen.  The inspector spoke to and interacted with children at appropriate times during the inspection.  The inspector discussed the performance management of the assistant with the childminder.  The inspector took the childminder's self-evaluation and the written views of parents into account.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is confident about following appropriate child protection procedures, which helps to safeguard children's welfare. She reviews risks in the environment and on outings, reflecting on the needs of each child. The childminder regularly undertakes training to help her keep up to date with new initiatives and to develop her teaching skills. For example, she attends training looking at ways to support children's well-being and how to support boys to achieve at the best possible level. The childminder generally shares information she gains from training with her assistant. However, she does not always ensure that he has the best possible knowledge and understanding to help him continually develop his practice. The childminder reflects on the activities she provides and the rate of children's progress. She ensures that any gaps in learning are quickly identified and plans strategies to address

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Quality of teaching, learning and assessment is good

The childminder takes note of what topics are being introduced to children at nursery and plans activities to complement their learning. For example, when children are looking at issues surrounding anti-bullying week, she plans activities that help children consider their feelings and emotions. She skilfully uses stories to help children talk about feeling sad and happy. She extends this further by providing resources for children to make puppets, expressing different emotions. Children freely talk about what makes them sad, such as when they lose their favourite toy. The childminder introduces mathematical concepts. For example, she asks children how much different items cost as they play shops and how much she needs to pay for all her shopping. The childminder is aware of children's next steps in learning and ensures that the activities they experience are suitably challenging.

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Personal development, behaviour and welfare are good

The childminder helps children to develop healthy lifestyles. For example, she ensures children have regular access to the outdoors, such as playing in the garden or visiting local parks. The childminder provides healthy food which meets children's individual needs and water is freely available to every child. Children are happy and settled in the childminder's home. They behave extremely well and are courteous to the childminder and each other. The childminder acknowledges that children may have had busy mornings at nursery and she provides opportunities for children to rest and relax when they need to. Parents comment on how caring the childminder is and how well she meets each child's needs. Children comment on the lovely food she provides and say that she is kind and caring.

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Outcomes for children are good

Children are developing very good communication and language skills. They hold very effective conversations with the childminder, each other and visitors. Children use pens well. They draw with precise detail and are very keen to write their name. They are proud to show the childminder how they can write the first letter of their names and understand this is a good way to mark and show which picture is theirs. Children are making good progress and gaining the keys skills required for their next stage of learning.

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Setting details

Unique reference number EY450228 Local authority Hertfordshire Inspection number 1066092 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 7 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 30 January 2013

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Telephone number

The childminder was registered in 2012 and lives in St Albans. She operates on Monday to Friday from 7.45am until 8.50am and 11.50am until 6pm, through school term times and through some school holidays from 8am until 6pm. The childminder employs an assistant on a part-time basis.

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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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