Skipper Dina

Inspection date

Previous inspection date 3 July 2017 4 March 2015

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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

 Children are confident and happy. They seek comfort from the childminder and share caring interactions with their friends. Children tickle each other and giggle during their play. Younger children snuggle on the childminder's lap to share a book.  The quality of teaching is good. Children are engaged in their play and are eager to explore the resources and activities provided in the house and garden. The childminder has developed a welcoming environment for the children.  The childminder works closely with parents to support children's learning. Parents provide information on their children's abilities and learning at home from when they start attending. They comment favourably on the good level of information they receive about their children's care and learning.  The childminder teaches children how to keep themselves safe. For example, she uses questions to remind them of the importance of telling a trusted adult if anyone is

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This provision is good

unkind to them.  The childminder has developed her evaluation skills to include the views of parents and children. Following feedback, the childminder reviews the healthy snacks to ensure that these reflect children's preferences.

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It is not yet outstanding because:

 At times, the childminder does not encourage younger children's speech consistently enough to help them to develop their language skills more rapidly.  Although the childminder encourages children to reflect on their own experiences, she does not consistently teach them about other families and communities.

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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 even more opportunities for children to make more rapid progress in their growing language skills  strengthen children's understanding about other families and communities.

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Inspection activities

 The inspector viewed areas of the childminder's home that she uses for childminding.  The inspector checked evidence of the childminder's qualifications and training and the suitability of all household members and the assistant.  The inspector discussed the childminder's improvement plans and safeguarding procedures. She looked at a range of documents, including children's records.  The inspector observed and discussed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children when it was appropriate. She took account of comments in written feedback given by a number of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a strong knowledge of possible signs that could indicate children are at risk of harm. She and her assistant attend training to ensure this knowledge remains current. The childminder understands how to take swift action to protect children. The childminder reviews her resources and practice to prevent harm to children in her care. For example, she uses passwords and supervision to keep children safe when introducing children to technology connected to the internet. The childminder makes sure she keeps up to date with current early years practice. She makes sure her assistant is clear about her roles and responsibilities.

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Quality of teaching, learning and assessment is good

The well-qualified childminder understands how to help children learn through play. She allows children the time and freedom to explore the resources available. She plans interesting and varied activities. For example, younger children enjoy making marks on paper with different coloured pencils and crayons alongside their friends and move on to painting the fence with water. Older children concentrate for longer periods while drawing and tracing letters. This is one example of how she supports different ages and abilities at the same time and encourages children's early writing skills. The childminder works well with other early years settings that children attend. She includes information from them when planning activities to support children's next steps in learning. For example, the childminder introduced the same registration routine as children arrive to support consistency in their learning across the settings they attend.

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Personal development, behaviour and welfare are good

Children behave well and play happily alongside each other. Younger children are taught how to share and all of them are taught how to be helpful. For example, children help to tidy up after activities and wipe down the table before snack. The childminder helps children to learn about healthy lifestyles. They discuss healthy foods and their benefits and how to keep themselves cool on a hot day. Children wash their own hands before helping themselves to healthy snacks. One of the ways that the childminder supports children in developing their independent skills is enabling them to peel or chop up their fruit. Children benefit from regular fresh air and outdoor play.

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Outcomes for children are good

Children make good progress from their starting points. Older children are beginning to link sounds and letters. For example, they identify their names and the names of younger children and the childminder. Older children trace their names, they concentrate and learn to control the marks they make with pencils. Children benefit from many opportunities to develop their understanding of mathematics, for example, they identify numbers on doors when walking to school. Children count out loud to match numbers to objects and show numbers using their fingers. These are just some of the ways the childminder helps children to prepare for the next stage in their learning or the move to school.

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Setting details

Unique reference number EY284630 Local authority Hertfordshire Inspection number 1091970 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 12 Number of children on roll 2

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Name of registered person

Date of previous inspection 4 March 2015

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Telephone number

The childminder registered in 2004 and lives in Stevenage. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and works with an assistant.

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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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