Tkaczuk, Abigail Elise

Inspection date

Previous inspection date 30 August 2017 13 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

 Children develop friendly relationships with each other, for instance, they happily play together and listen to each other's ideas. They also demonstrate that they feel secure in the care of the childminder. Children turn to her for reassurance when they require it.  Children learn about the world as they enjoy regular outings with the childminder. For example, they use public transport, such as trains and buses to visit wildlife parks. They enjoy watching how various animals move and learn about their natural habitats.  The childminder is committed to her role. She attends training, reads professional publications and regularly meets with other childminders to build upon her knowledge. Children now positively benefit from an even wider range of creative activities.  Children help to prepare a variety fruit and vegetables. They develop a wide range of tastes as the childminder includes these in the healthy range of meals she provides.

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It is not yet outstanding because:

 The childminder does not share enough information with all parents about how they can extend individual children's learning even further at home.  Occasionally, children are not given enough time to think about and respond to the childminder's enthusiastic questioning.  The childminder does not consistently ensure that children are able to independently access the wide range of toys and resources to fully support and extend their own play ideas.

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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

 enhance the support offered to all parents to help them extend children's individual learning at home  provide more opportunities for children to enhance their thinking and speaking skills as they formulate answers and respond to questions posed during their play  help children to make more independent choices in their play to fully follow their own ideas.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children and interacted in their play during the inspection.  The inspector took account of the views of parents through written feedback provided and reviewed the childminder's self-evaluation.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure understanding of possible signs that could indicate that children are at risk of harm. She knows how to take swift action, in order to protect children's welfare in the event of a child protection concern. Accurate self-evaluation ensures that strengths and areas for improvement are effectively identified and acted upon. The childminder actively seeks the views of parents and children and acts upon their suggestions. For instance, she has now provided a large grass area in her garden for children to play on. The childminder reviews children's progress to ensure that any gaps in learning are swiftly addressed. Parents are complementary about the service the childminder provides. They comment how their children look forward to attending and are very happy in the childminder's care.

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Quality of teaching, learning and assessment is good

The childminder responds well to children's individual needs and interests. She incorporates them in to her flexible planning and skilfully adjusts her teaching accordingly. Children are inquisitive and develop good listening skills. For instance, they ask the childminder about what they can hear and carefully listen to the raindrops falling on to the conservatory roof. They explore the sound of different musical instruments and compare the sound of small and large maracas. Children are motivated to learn and work out, through trial and error, how different-sized toy cars fit inside the toy garage. They develop good control and coordination of their hands as they use small tools, such as shaped cutters and rollers, to experiment making different marks in malleable dough.

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Personal development, behaviour and welfare are good

The childminder is a positive role model for children. For instance, she consistently uses good manners when talking to them. Children confidently carry out age-appropriate responsibilities. For example, they eagerly help to set the table for snack and tidy away the activities they have been playing with. Effective arrangements are in place to help children to swiftly settle when they first attend. Children develop strong physical skills in the childminder's garden, during regular visits to local parks and soft play centres. They also travel to the local heath where they run freely up and down the hills under the childminder's close supervision.

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Outcomes for children are good

Children are making good progress in their learning given their starting points. They are beginning to manage their own personal needs and spontaneously count as they play. Children express a keen interest in books, they confidently turn the pages and enjoy finding the pictures of different animals on the pages. They gain the necessary skills needed to help prepare them for their future learning at school.

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Setting details

Unique reference number EY381066 Local authority Hertfordshire Inspection number 1059817 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 13 November 2012

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Telephone number

The childminder registered in 2009 and lives in Royston. She operates from 7.30am until 6pm Monday to Friday, all year round except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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