Childminder in Hertfordshire

Inspection date

Previous inspection date 5 September 2017 7 January 2014

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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 has a strong relationship with the 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.  Children make good progress and develop well across all areas of learning.  The childminder has strong bonds with the children, who are happy and confident in the setting. She has an extensive knowledge of the children's development and the next stages in their learning.  The childminder is a positive role model for the children.  The childminder provides a stimulating learning environment, both indoors and outdoors. Children visit museums, parks and toddler groups, providing further opportunities for learning.

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It is not yet outstanding because:

 Although the childminder gathers some information about children, from parents, when the children first attend, she does not find out enough about what they know and can do.  The childminder does not provide enough opportunities for children to extend their understanding of technology and how equipment works.

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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

 gather detailed information from parents about children's developmental levels when they first attend  extend opportunities for children to explore further, technology and how things work.

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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 and parents spoken to during the inspection.

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Effectiveness of the leadership and management is good

The childminder demonstrates a strong desire to continually improve. She has reviewed her methods of assessment, now gathering a more concise picture of children's current stages of development and the next stages in their learning. The childminder demonstrates a commitment to her professional development. Recent training has seen the introduction of sign language to the setting, developing children's communication skills. Non-verbal children are now able to communicate with the childminder through signing, easing their frustrations. The childminder has an effective system for monitoring the progress that children make. She is able to swiftly identify gaps in learning and works with parents to help children catch up quickly. Safeguarding is effective. The childminder implements robust procedures to protect children's welfare and has a secure knowledge of how to keep them safe.

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Quality of teaching, learning and assessment is good

The childminder makes thorough and regular assessments of children's learning. Activities are challenging and tailored to meet the differing abilities of the children. The childminder is responsive to the children's interests and applies a flexible approach to planning. Children are engaged and motivated to learn. The childminder has high expectations of the children and what they can achieve. She encourages them to 'have a go'. Methods of teaching are good; the childminder expertly covers all areas of learning through one simple resource and activity. For example, due to effective teaching, children learn many skills, including counting and early literacy skills, using a peg board. The childminder is adaptable in her approach to teaching. She is able to change her methods to meet the different learning styles of the children.

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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 confident and secure with the childminder as they enjoy snuggling into her during a story. The childminder builds the children's confidence and self-esteem and children show great pride in their achievements. For example, when a child shows reluctance towards an activity the childminder reassures the child and verbally guides them to complete the activity. Children behave exceptionally well and are rewarded for positive behaviour and achievements. Children learn about good personal hygiene. For example, the childminder shows the children how to wash their hands properly and explains why this is important.

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Outcomes for children are good

Children are making good progress from their starting points. They achieve milestones typical for their age, across all areas of development. Children leave the setting well prepared for the next stage in their learning. Children are becoming independent and are learning skills for the future. For example, they wash their own hands in preparation for mealtimes and spread butter on their toast.

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Setting details

Unique reference number EY233635 Local authority Hertfordshire Inspection number 1087173 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 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 7 January 2014

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Telephone number

The childminder registered in 2002. She lives in Welwyn Garden City, Hertfordshire. The childminder operates all year round from 8am to 5.30pm, Monday to Friday, 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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