Childminder EY444455

Inspection date

Previous inspection date 6 October 2016 8 October 2012

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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 demonstrates a good quality of teaching. She swiftly adapts her practice during activities to follow children's lead, helping to maintain their focused attention. For example, she responds to young children's interest in scissors, demonstrates how they work and provides support to help them cut paper.  Children's well-being is effectively promoted. The childminder works closely with parents to manage children's care using a consistent approach. She handles any change in practice with minimal disruption to children's routines. For example, during a recent house move, the childminder prioritised the risk assessments to ensure that areas to be used by children are safe and suitable.  Children benefit from the childminder's warm and nurturing approach to their care and have developed secure attachments to her. They seek help as needed and enjoy cuddles when they are tired. Young children are gently soothed to sleep in her arms.

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This provision is good

 Children demonstrate good speaking skills. They engage in purposeful discussions with the childminder and learn new words rapidly to use in their communication. Young children are beginning to use more complex sentences.  Parents are very happy with the care the childminder provides and describe her as a very important person in their children's lives. They feel well informed about planned events and activities and appreciate her inclusive approach to each child.

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It is not yet outstanding because:

 The childminder's programme of professional development is not yet sharply focused on driving the quality of teaching to the highest standard.  Occasionally, the childminder does not gather as much detail as possible from parents about children's learning at home when they start at the provision, in order to focus her early planning precisely on their next steps.

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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

 establish a more focused programme of professional development that helps to raise the quality of teaching to a higher level  seek more detailed initial information from new parents about their children's learning to further support accurate assessments of their starting points.

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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 a planned activity and jointly discussed the intentions and learning outcomes of this with the childminder.  The inspector looked at the childminder's documentation, including policies, training certificates and children's learning records.  The inspector took account of the views of parents through the written feedback provided.  The inspector saw documentation in relation to the safeguarding and welfare requirements.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has refreshed her knowledge of child protection issues. She knows the correct procedures to follow if she has any concerns about a child's welfare. The childminder attends network meetings, regularly meets with other childminders and goes to annual childcare conferences. In addition, she reads relevant magazines. These are some of the ways the childminder ensures her knowledge remains up to date. The childminder welcomes the views of parents and children as part of her self-evaluation. This helps her to support continuous improvement. The childminder has established effective partnerships with other providers. She regularly meets with children's teachers to discuss and agree targets for their next steps in learning. This helps to promote continuity for each child in her care.

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Quality of teaching, learning and assessment is good

The childminder gets to know children well. She refers to approved childcare guidance to complete precise assessments on each child once they start in her care. She plans activities following careful observations of each child to identify where they need further support. Experiences include opportunities for children to attempt new skills and embrace their curiosity. For example, children use a collection of materials gathered on a recent nature walk. They follow the childminder's simple instructions and listen to her suggestions. Children watch changes take place as they roll a box of conkers, paint and paper from side to side. They practise their small-physical skills and explore paint using pine needles and their hands. Children have time to engage in self-chosen play. They use their imaginations and act out narratives using a range of easily accessible resources.

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Personal development, behaviour and welfare are good

The childminder helps children to become independent in managing their personal needs. Children attempt to put on shoes by themselves and try to remember when they need the toilet. The childminder reminds children of ways to keep themselves safe. For example, she encourages them to remove their socks, so they do not slip as they move their pushchair and doll at speed along the wooden floors. As children build friendships, the childminder supports them to be respectful of the choices and opinions of others. She strictly adheres to children's dietary preferences and provides them with a range of nutritious, home-cooked food. Children have many opportunities to take part in regular exercise. They go swimming with the childminder each week and enjoy climbing apparatus during their daily park visits. These activities help to promote children's healthy lifestyle.

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Outcomes for children are good

Children make good progress in their learning. They are self-assured individuals and confident to make their preferences known. The childminder effectively promotes children's early literacy skills and mathematical development. Children develop an enjoyment of reading and regularly share books with the childminder. They use numbers for counting during activities. Children develop the essential skills that they need in preparation for school.

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Setting details

Unique reference number EY444455 Local authority Hertfordshire Inspection number 1060103 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 8 October 2012

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Telephone number

The childminder was registered in 2012 and lives in Harpenden. She operates all year round from 8am to 6pm, Tuesday to Thursday, 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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