Childminder EY538437

Inspection date 18 October 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder skilfully nurtures children's emotional well-being. Children are secure in their relationship with her and are settled, happy and ready to learn. n The childminder supports children's learning and development effectively. For example, she incorporates mathematical learning into a wide variety of activities. All children make good progress. n Parents praise the care their children receive. They say they welcome the support they receive in extending their children's learning at home. Children benefit from the continuity in their learning. The childminder improves children's outcomes. n Children enjoy a wide variety of activities which supports them in learning about the natural world. n The childminder regularly updates her professional knowledge. For instance, through training, she has enhanced the observations she makes of children's learning to help them make even better progress.

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It is not yet outstanding because:

n The childminder does not obtain as full a picture as possible from parents about what children already know and can do when they join the setting to create as accurate starting points as possible from the outset. n The resources provided for children do not reflect diversity as fully as possible to support children in learning about their similarities and differences.

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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

n review arrangements to support parents in contributing more effectively to the creation of children's starting points when they join the setting n develop further the use of resources to reflect the diversity of children's experiences to support them in learning about their similarities and differences.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children as they were engaged in a variety of activities, including outdoor play. n The inspector looked at the rooms, outside area and resources used by the children. n The inspector considered how the childminder reflects on her practice and her partnerships with parents. n The inspector discussed with the childminder how she observes and assesses the children's progress, and discussed the teaching and learning that took place.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands the signs and symptoms that may give her cause for concern about the welfare of a child in her care. She knows the procedure to follow if she has any concerns. She has made herself aware of how to identify any children who may be at risk of being exposed to extreme ideas or behaviours. The childminder regularly reflects on the service she provides. She works well with other professionals, for example, to enhance children's learning experiences. The childminder carries out regular risk assessments and uses these effectively to help her keep children safe. For instance, she constantly checks that resources are safe and removes any potential hazards immediately.

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Quality of teaching, learning and assessment is good

The childminder skilfully supports children's developing communication and language skills. Children proudly use new words they learn and gain satisfaction from their achievements. The childminder supports children in learning about technology effectively. Children delightedly press buttons to make resources light up and make music. They experiment in moving in different ways to the music they play. The childminder consistently supports children's developing physical skills. For example, children practise using their fingers as they thread beads, peel stickers and model with play dough.

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Personal development, behaviour and welfare are good

Children enjoy carrying out simple, manageable tasks. For instance, they spontaneously put their wellington boots away when they come in from playing in the garden. They learn to care for their resources and environment. Children proudly carry out simple acts of self-care as they eagerly wipe their noses. They learn how to keep themselves safe and well as they wash their hands after activities and before eating. The childminder provides interesting opportunities for children to learn about the surrounding area and people whose experiences may be different to their own. Children happily talk about their regular local outings with the childminder. Children enjoy visiting local drop-in groups. They learn to play in larger groups of children and their social skills develop well.

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Outcomes for children are good

Children are happy, self-motivated and confident learners. They relish playing together and eagerly take turns during their activities. They use their mathematical skills as they complete jigsaw puzzles and practise their emerging literacy skills while making marks and drawing. They are friendly and keen to share their learning with others. Children display good manners and behave well. They are prepared well for the next stage in their learning.

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Setting details

Unique reference number EY538437 Local authority Hertfordshire Inspection number 10079416 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Waltham Cross. She operates term time from 7am to 4pm, Monday to Friday. The childminder holds an appropriate early years qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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