Thomas Anne Naomi

Inspection date

Previous inspection date 23 April 2018 2 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 quality of teaching is good. The childminder offers children a range of opportunities to make predictions. For example, children guess about what might be inside the beanbags during their play.  Children make good progress and are equipped with the skills they need to move on to the next stage in their learning.  Children are confident and settled with the childminder. They interact well with each other and demonstrate a caring nature.  The childminder provides a calm and welcoming environment for the children and has a strong understanding of how to keep all children safe indoors and outdoors.

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It is not yet outstanding because:

 The childminder does not make best use of the good opportunities children have to explore and experience other people's similarities and differences in the wider community.

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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

 improve opportunities for children to experience and develop their understanding and awareness of diversity in the wider community.

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Inspection activities

 The inspector looked at written feedback from parents and took their views into consideration.  The inspector observed the quality of teaching indoors and outdoors, and considered the impact of this on the children's learning and development.  The inspector spoke to the childminder and the children at suitable points during the inspection.  The inspector looked at a range of documentation, including samples of policies, children's records and training records.  The inspector and the childminder discussed children's learning following an adult-led activity and reflected on how it supported children's development.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a strong understanding of whom to contact if she is concerned about a child's welfare. She carefully assesses risks inside and outside. The childminder is highly knowledgeable about the medical needs of children and keeps training up to date to ensure that these needs are met. She routinely meets with other childminders to share ideas and good teaching practice. Her reflective approach enables her to plan ahead for events, such as children moving on to school. Her strong communication with parents and other professionals, including health visitors, helps ensure that children are well supported in their learning and development.

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Quality of teaching, learning and assessment is good

Children are offered a range of stimulating experiences with the childminder and confidently choose from the activities on offer. They gain life experiences through activities such as gardening, where they work together to grow vegetables, including sweetcorn. The childminder accurately identifies individual children's stages of development and confidently supports them in working towards appropriate next steps in their learning. For example, the childminder uses her knowledge to encourage younger children to progress from crawling to moving around furniture and knows that they are working towards taking their first steps unaided. Older children are supported in their mathematical development through activities. For instance, they talk about the shapes they see in houses across the road when making pictures using peg boards. The childminder talks to the children using a wide range of words to enrich their language.

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Personal development, behaviour and welfare are good

Children are motivated by the activities provided by the childminder and stay focused. They gain independence in toileting and washing their hands. Younger children turn to the childminder for comfort and she is guided by their needs. Children are well behaved and the childminder offers opportunities for children to practise skills, such as turn taking. For example, she sets a timer for the children to take turns on the trampoline outside. The childminder takes the children on outings, including trips to the local park and playgroups. This provides children with additional activities for exploring, such as using a large climb-in sandpit.

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Outcomes for children are good

Children are well prepared for the next stage of their learning and older children are equipped to start school. They gain a wide range of skills throughout their time with the childminder. Children strengthen their muscles through play. For instance, they kick and chase balls and throw and catch balloons in the garden. Their smaller muscles develop through using wooden shapes, pins and hammers to make pictures on corkboards. Children enjoy looking at a wide range of books based on their interests, including dinosaur storybooks and information books on pond life. Children progress their mark making and imaginative play through using the chalkboards in the playhouse outside.

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Setting details

Unique reference number 130460 Local authority Hertfordshire Inspection number 1103025 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 2 December 2014

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Telephone number

The childminder registered in 1999 and lives in Watford, Hertfordshire. She operates all year round from 7.30am to 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification. She receives funding to provide free early education for three- and four-year-old children.

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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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