Childminder in Hertfordshire

Inspection date

Previous inspection date 28 March 2018 16 December 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 gains precise information from parents and from other settings children have attended. This helps her to quickly understand what children can already do when they start to attend her setting and she swiftly identifies their starting points in learning.  Children are making good progress and learning skills that will help them in the future. The childminder uses spontaneous opportunities to introduce mathematical language. For example, she talks about what resources are big and small as children explore natural materials.  The childminder helps children to play cooperatively. She provides ample resources so that they can all play happily without having to wait. She reminds children how it is kind to share with their friends and offers consistent praise to encourage positive behaviour.  The childminder builds strong partnerships with parents. They state their children are happy and secure in her care.

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It is not yet outstanding because:

 When the childminder is introducing children to letters in their names, she does not always help them to understand letter sounds to help them to prepare for learning phonics.  The activities the childminder provides for the youngest children are often on a small scale. This does not support them to practise larger movements that help prepare children for early writing.

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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

 help children to begin to hear and use letters sounds to build on their interest in words  provide further opportunities for young children to practise their early writing skills on a larger scale.

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Inspection activities

 The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her.  The inspector looked at the areas of the premises used for childminding.  The inspector took into account the written views of parents and the childminder's reflections on her practice.  The inspector looked at children's development and assessment records, evidence of the suitability of household members and a range of other documents, including the safeguarding policy.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows how to swiftly meet children's needs in the event of a child protection concern. She understands how to contact relevant safeguarding bodies should she have any concerns about children's safety and welfare. The childminder undertakes training and research to help her to continually develop her knowledge and skills. She evaluates her practice and meets with other childminders to discuss how to implement new strategies, such as new data protection laws. The childminder also looks for ways to improve children's learning opportunities. For example, she has recently installed a mud kitchen in her garden to promote more imaginative play outdoors.

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Quality of teaching, learning and assessment is good

The childminder observes children as they engage in activities and this helps her to identify their individual interests and what they need to learn next. She uses this knowledge to provide further activities that support children's overall good progress. Children enjoy playing imaginatively, such as when they pretend to make drinks and meals for the childminder. They understand how to make toys work, such as by pressing buttons or turning dials. This helps to support their early technological skills. The childminder is keen for children to develop a good understanding of the local community. She takes them on many outings and they regularly ride on local buses so they can have real-life learning experiences.

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Personal development, behaviour and welfare are good

The childminder supports children's communication and language development well. She listens and responds to their eager babbling, and models good communication skills as she talks to them during play and care routines. The childminder supports children's good health effectively, such as ensuring parents provide nutritious meals and that children wash their hands before eating. She helps children to understand the benefits of physical exercise, such as enjoying outdoor play in her garden and at local parks. The childminder takes children to toddler groups and meets with other childminders. Activities, such as these, support children's social development as they play and make friends with many other children.

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Outcomes for children are good

Children are inquisitive and show an eagerness to explore and learn as they develop skills they need to aid their future learning. Children enjoy using crayons to make marks on pictures, such as for Easter. They are developing good concentration skills as the childminder gives them time to explore using all their senses. Older children gain the key skills they need to be well prepared for school. They are developing good mathematical and literacy skills.

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Setting details

Unique reference number 149263 Local authority Hertfordshire Inspection number 1103042 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 3

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Name of registered person

Date of previous inspection 16 December 2014

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Telephone number

The childminder registered in 1995 and lives in Stevenage, Hertfordshire. The childminder operates all year round from 7am 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

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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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