Smith, Sarah-Jane

Inspection date

Previous inspection date 24 February 2017 22 November 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 develops good relationships with other settings that children attend. She meets with their key persons to discuss children's development, helping to promote consistency in children's learning.  The childminder provides a wealth of resources for children to choose from. Children enjoy spending time playing with small-world people, vehicles and buildings. The childminder effectively teaches children about people in the community as she explains what ambulance personnel do and the different roles of people who work in hospitals.  The childminder works closely with all parents, especially where there are any emerging concerns about children's development. She provides detailed information to other professionals. This helps to ensure that children receive swift targeted intervention at an early age.  The childminder provides many opportunities for children to play and learn outdoors.

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This provision is good

They regularly visit parks where they are able to use their large muscles for climbing and running. Children also benefit from spending time in the childminder's spacious garden.

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It is not yet outstanding because:

 The childminder does not always use the evaluation of her practice to further identify her ongoing professional needs.  The childminder does not provide a wide range of opportunities for children to learn about people, families and communities beyond their immediate experiences.

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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

 identify further professional development opportunities to improve skills, knowledge and practice to even higher levels  provide children with more opportunities to learn about the differences in people, families and communities.

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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 used for childminding.  The inspector looked at children's development and 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 took into account the written views of parents and the childminder's reflections of her practice.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is confident to follow appropriate child protection procedures, which helps her to protect children's welfare. She reviews risks in the environment and on outings, reflecting on the needs of each child. The childminder evaluates her service by identifying what is working well and what she needs to improve. She seeks the views of parents through discussions and questionnaires and incorporates their views into her practice. For example, she looks at ways to extend the range of outings she provides, especially through school holidays.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of children's starting points, abilities and interests. She gains this from her regular discussions with parents and her precise assessments of children's learning. The childminder uses this information to identify next steps in learning for each child, which she incorporates into her planning and teaching. The childminder provides interesting activities that children enjoy exploring. Younger children engage well as they explore the feel of glue on their hands. The childminder supports them to learn how they can spread the glue with brushes. Older children make more complex pictures as they precisely stick a range of fabric on their paper. The childminder supports children's mathematical development as she asks them how many pieces of fabric they have. Children quickly work out the answer. They engage and concentrate with these activities for sustained periods of time.

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Personal development, behaviour and welfare are good

Children develop close relationships with the childminder and each other. They regularly offer the childminder a cuddle and open their arms so that other children can join in. The childminder provides children with secure individual routines. Children demonstrate how secure they feel, such as by settling to sleep very quickly. Children understand the need to wash their hands at appropriate times, for example, after using the bathroom. They talk with the childminder about the importance of washing germs off their hands. Considering their ages, children play together well and their behaviour is good. Parents speak highly of the childminder. They state that she is attentive to each child's individual needs and provides them with detailed information on how their children are developing. Families stay with the childminder over many years and children benefit from her consistent care.

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Outcomes for children are good

Children develop an interest in books and enjoy sharing stories with the childminder. They are learning how stories are structured as they gain information from pictures. Children show an interest in technologic toys and equipment; they watch what happens when they press buttons, such as on toy cash registers. Children enjoy making marks with crayons, repeating the names of colours after the childminder has told them. They have opportunities to draw on a larger scale as they use chalks on the childminder's patio. Children are making good progress and are quickly gaining the key skills required for their next stage of learning at nursery and ultimately at school.

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Setting details

Unique reference number EY394013 Local authority Hertfordshire Inspection number 1059843 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 22 November 2012

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Telephone number

The childminder was registered in 2009 and lives in Letchworth. She operates Monday to Friday from 7.45am until 5.30pm all year round, 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

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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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