Childminder in Hertfordshire

Inspection date

Previous inspection date 13 March 2018 6 June 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 Outstanding 1

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This provision is good

 The children share an extremely close bond with the childminder. She is calm, gentle and the children settle very quickly into her home. She knows the children incredibly well and they are exceedingly well cared for.  The children take an active role and great ownership of their learning within the setting. They prepare the food area for mealtimes and set out resources for activities.  The childminder has good relationships with the parents. Parents speak highly of her and the progress their children have made. The childminder and parents share vital information on the children's development, working together to help children achieve the next stage in their learning.  The childminder provides a highly stimulating learning environment inside and outdoors. She plans an exciting range of activities that inspires children to learn and promotes high levels of engagement and concentration. Children also benefit from

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This provision is good

weekly rhyme-time sessions and outings to the local activity farm and park.  The childminder uses assessments of children effectively to identify gaps in learning. She works in partnership with other professionals to ensure that children catch up quickly.

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It is not yet outstanding because:

 The childminder does not always use the information gained from observations to precisely identify exactly the next stage in their learning.

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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

 sharpen the focus of observations to help more precisely identify the next steps in children's learning to support them to make the best possible progress.

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Inspection activities

 The inspector observed activities in the setting.  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' and other professionals' views through written feedback provided on the day.

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Effectiveness of the leadership and management is good

The childminder demonstrates a strong desire to improve. Parents' and children's views form an integral part of the evaluation process. Following recent evaluation, the childminder has renovated the cosy area to make it more accessible and to include more books, enhancing children's early reading skills. The childminder is committed to her own professional development. Her recent training on how babies' brains develop has seen the introduction of repetition to children's activities, especially stories. Babies have the opportunity to feel secure in the familiarity and extend early communication skills. The childminder has a strong relationship with the school and nursery that children also attend. Learning is shared between both settings, providing a consistent approach to the children's development. Safeguarding is effective. The childminder implements rigorous safety procedures to ensure that children are cared for in safe environment.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of the children. She plans activities that follow on from previous learning and experiences. The childminder extends children's mathematical skills through play. For example, while children explore cornflour and water, the childminder teaches them about patterns, positional language, counting and how to draw shapes. Children learn to think for themselves and develop language skills through the childminder's careful use of questions. For example, she asks the children what is happening and what they need to do next, encouraging their problem-solving skills.

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Personal development, behaviour and welfare are outstanding

Children are extremely happy and secure in the childminder's home. They share extra special moments with her. For example, they show great joy snuggling in for a story. The children's views and feelings are highly valued by the childminder. She attentively listens to them, encourages them to talk about their feelings and responds with great sensitivity. The children behave exceptionally well. They show the utmost respect and care for each other and the childminder. For example, they demonstrate excellent manners and caringly clean the childminder's hands after an activity. The childminder constantly builds the children's confidence and self-esteem, encouraging them to try new things and reach their full potential. Children become exceedingly independent from a young age. They competently get their own coats and shoes on, and manage their personal hygiene exceptionally well.

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Outcomes for children are good

Children are making good progress in all areas of their development and they achieve the milestones typical for their age. They leave the childminder's care well prepared for the next stage in their learning. Children learn early reading skills as they recognise their name and the individual letters of their name. They also learn early writing skills as they practise writing the letters of their name.

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Setting details

Unique reference number 129139 Local authority Hertfordshire Inspection number 1086942 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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Telephone number

The childminder registered in 1992. She lives in Hatfield, Hertfordshire. The childminder operates from 7.30am to 6pm on 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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