Childminder 130351

Inspection date

Previous inspection date 18 July 2017 23 January 2014

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 has strong relationships with parents. Overall, communication between the setting and home is effective, providing a consistent approach to children's learning. Parents' views form an integral part of the childminder's evaluation process.  The childminder provides a stimulating learning environment, both indoors and outdoors. In addition, children visit toddler groups and soft-play facilities on a weekly basis to provide further opportunities for them to develop social and physical skills.  Children make good progress and develop well across all areas of learning.  The childminder has strong bonds with the children. They are happy and confident in the setting. She has an extensive knowledge of the children's care routines, enabling her to meet their individual needs successfully.  The childminder is a positive role model for the children. She frequently offers praise, building the children's sense of self-worth. Children behave exceptionally well.

p.1

It is not yet outstanding because:

 The childminder does not fully focus her own professional development on raising the quality of teaching to its highest level so that children make even better progress.  Although the childminder gathers some information about children from parents when they first attend, she does not find out enough about what children can do, in order to help her establish their starting points for learning and plan appropriate activities.

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

 identify opportunities for training and professional development to increase knowledge and raise the overall quality of the setting even further  gather detailed information from parents about children's developmental levels when they first attend, in order to establish children's starting points more precisely and plan for their progression from the outset.

p.2

Inspection activities

 The inspector observed activities in the setting, both inside and outside.  The inspector looked at samples of children's records and other documentation, including policies and procedures.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of parents' views through written feedback provided on the day of the inspection.

p.2

Effectiveness of the leadership and management is good

The childminder demonstrates a desire to continue improving outcomes for children. She has reviewed her methods of communicating with parents, enhancing the consistency of learning between the setting and home. For example, she now includes more information about activities in the children's daily diaries and shares 'wow' moments via electronic applications. The childminder has strong relationships with staff at the local school and nursery. Communication between the settings are good. For example, the childminder shares her knowledge of the children's development, enabling a consistent approach to their learning. The childminder has an effective system for monitoring the progress that children make. She swiftly identifies children who require additional help and works with parents and other professionals to help them catch up quickly. Safeguarding is effective. The childminder implements rigorous procedures to protect children's welfare and has a

p.3

Effectiveness of the leadership and management is good

secure knowledge of how to keep them safe.

p.3

Quality of teaching, learning and assessment is good

The childminder has extensive knowledge of the children's current stages of development. She makes thorough and regular assessments of their ongoing learning with the support of their parents. Activities are challenging and tailored to meet the differing abilities of the children. The childminder is responsive in how she plans activities. She knows the children's unique interests and the next stages in their learning. Children are engaged and motivated to learn. Methods of teaching are good. Children develop their small-muscle control and communication skills as they participate in a play dough activity. For example, they make models of caterpillars and recall a past experience of seeing a caterpillar, also building on their understanding of the world. Children learn to care for animals as they help the childminder to look after her numerous pets. For example, they hold and stroke the rabbits and guinea pigs and give them food.

p.3

Personal development, behaviour and welfare are good

There is an effective settling-in process and children settle quickly into the childminder's home. Children feel secure with her and they frequently seek her out to join in their play. The childminder is lively in her interactions with the children, creating a fun environment. Children build a sense of self-esteem and confidence in their own abilities as the childminder guides them to achieve tasks on their own. For example, she explains how to hold a cricket bat to successfully hit the ball. Children show empathy and concern towards their peers.

p.3

Outcomes for children are good

All children are making good progress from their starting points. They achieve the milestones that are typical for their ages across all areas of development. Children are becoming independent; for example, as they wash their own hands ready for mealtimes and clear away after activities. Children leave the setting well prepared for the next stage in their learning.

p.3

Setting details

Unique reference number 130351 Local authority Hertfordshire Inspection number 1086946 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 3 Number of children on roll 6

p.4

Name of registered person

Date of previous inspection 23 January 2014

p.4

Telephone number

The childminder registered in 1999 and lives in Watford, Hertfordshire. She operates during term time only from 7.45am to 5.30pm, Monday to Thursday, except for bank holidays. The childminder is a qualified teacher of physical education.

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