Loader, Nicola Anne

Inspection date

Previous inspection date 30 November 2017 24 April 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's home is welcoming and well resourced. Children confidently select what they like to do and make independent choices about their play. Regular habits help children to understand there are routines throughout the day. Children show that they feel secure and settled as they interact affectionately with the childminder.  The childminder supports younger children effectively to manage their behaviour. She offers solutions that are appropriate for their age and helps them to understand their emotions. Children are well behaved.  Children learn about healthy lifestyles. The childminder encourages them to explore in the garden, local park, toddler and soft-play centre. This helps to supports those children who prefer to be active. Children's physical well-being is effectively promoted.  The childminder evaluates her provision and listens to the views of children and parents, to help her identify areas for development. For example, she provides

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It is not yet outstanding because:

 The childminder does not make the most of her good relationships with parents to encourage them to share ongoing information about their children's learning at home.  Opportunities for children to learn about different cultural traditions are not always varied.

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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

 make better use of the strategies that are in place to support parents to share ongoing information about their children's achievements and learning at home  support children to explore and learn further about cultural diversity.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector discussed an activity with the childminder.  The inspector spoke with children at appropriate times during the inspection.  The inspector looked at relevant documentation, including evidence of the suitability of all persons living in the household. The inspector discussed with the childminder how she reflects on her practice.  The inspector took account of the views of parents through written feedback they provided.

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Effectiveness of the leadership and management is good

The childminder has a clear understanding of child protection procedures. She safeguards children in her care. The childminder reviews her risk assessments to help ensure children are safe on outings and in her home. She also teaches children about safety during daily routines. For example, children learn about not speaking to strangers when playing in the park and always looking both ways before they cross the road. Safeguarding is effective. The childminder liaises with other local professionals to gain more skills and knowledge about early years practice. She uses this knowledge in her teaching to help children make good progress. The childminder monitors and tracks children's progress well, helping her to identify any gaps in their learning. The childminder shares information about the children's day and ongoing progress with parents.

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Quality of teaching, learning and assessment is good

The childminder knows children well and plans activities that reflect their interests and abilities. She assesses their development to identify their next steps in learning. Children develop good communication skills. The childminder provides a variety of toys and equipment, which children enjoy playing. She has a good understanding of how children learn and uses effective communication to introduce them to mathematics. For example, she helps younger children to match number names to the correct symbol, while completing a jigsaw puzzle. In addition, the childminder describes activities using the correct colour and shape names.

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Personal development, behaviour and welfare are good

The childminder supports children with their social skills. Prior to placement, she works with parents. This enables her to learn about children's development and care needs effectively to help them settle in. The childminder is calm in her approach and a very positive role model. Children learn about the importance of sharing and turn taking. The childminder implements and follows good hygiene procedures to help promote children's welfare. She teaches children about the importance of washing their hands before meals and after using the toilet.

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Outcomes for children are good

All children make good progress from their starting points and are well supported for their next stage in education or their eventual move on to school. They become independent and emotionally secure learners, who freely explore the learning environment. Children investigate how cars move, as they push them on a flat click together track. They also discover the car will roll down a slope. This is one of the ways in which children explore how things work.

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Setting details

Unique reference number 127894 Local authority Hertfordshire Inspection number 1086940 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 24 April 2014

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Telephone number

The childminder registered in 2000. She live in Ware, Hertfordshire. The childminder operates her service all year around from 6.30am to 6pm, 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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