Childminder EY449791

Inspection date

Previous inspection date 9 January 2018 4 July 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

 Parents share their views with the childminder. They exchange information and photographs in their children's development books. This encourages parents' involvement in children's learning.  The childminder observes children's learning and recognises their good progress. She plans activities linked to children's next steps. These provide good levels of challenge and support their good progress.  The childminder uses children's interest in trains to support their developing understanding of mathematics. Together, they solve problems of how to increase the size of the train track and recognise and name numbers on the carriages.  The childminder encourages children to make choices about what they play with. She asks them to help tidy away and they learn about being responsible for the environment where they play and learn.

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It is not yet outstanding because:

 Although the childminder attends regular training, she does not always explore how changes she learns about directly affect her care for children. Consequently, she does not use professional development to further enhance her good practice.  The childminder does not provide a wide range of opportunities for children to learn about people, families and communities beyond their immediate experiences.

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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

 embed learning from professional development and training to develop the good standard of practice further  broaden children's learning about themselves and others through respecting and celebrating each other's differences.

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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 discussed a planned activity with the childminder.  The inspector held discussions with the childminder at suitable times. She looked at relevant documentation, such as evidence of the suitability of the childminder and household members.  The inspector read and took account of the written feedback provided by parents.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good understanding of the signs and symptoms that might cause her to be concerned about children's welfare. She knows how to report any such concerns to the Local Safeguarding Children Board. The childminder takes suitable measures to ensure that children play and learn in a safe environment. She is a good role model and has high expectations of what they can do. Recommendations raised at the previous inspection have been successfully addressed.

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Quality of teaching, learning and assessment is good

Children are articulate and expressive in their speech. They use their imagination as they play with trains, using a different tone of voice as they pretend the trains are talking. Children are learning about feelings and emotions. When playing in a den they discover imaginary monsters inside. They go backwards and forwards to the den with the childminder to check whether the monsters have gone. Increasing with excitement and anticipation, they peep inside the den. Children find solutions to their monster problem by rolling balls inside the den for the monsters to play with. The childminder provides a range of ways for children to develop their physical skills. They play with dough and cutters, developing the small muscles in their hands. On regular trips to the park children use large equipment, practising climbing, sliding and balancing.

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Personal development, behaviour and welfare are good

The childminder understands that young children need to rest during the day. As they stop having a daytime nap, she makes sure there are times for relaxing. Children sit with the childminder and look at books, which are well chosen to help them learn about changes that they might experience, such as during toilet training. Children form close attachments to the childminder. They encourage her to join in with their play and return to her when they want reassurance. Children attend groups with the childminder where they meet others and learn about getting along together and being sociable.

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Outcomes for children are good

Children exceed in expectations for their age in many areas of the curriculum. Their communication and language development is particularly well advanced. Children are confident to solve problems and ask questions to help them understand the world around them. They confidently use technology, such as timers in the role-play kitchen, explaining in detail how these work. When playing with a drawing ladybird toy, they work out how to improve the performance of the toy by adjusting the pen holders. Children are rapidly developing the skills that they need when they move on and start school.

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Setting details

Unique reference number EY449791 Local authority Hertfordshire Inspection number 1105454 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 8

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Telephone number

The childminder registered in 2012 and lives in Long Marston. She operates all year round, from 7.30am to 6.30pm, 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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