Hujwan Susan

Inspection date 25 October 2018 Previous inspection date 4 June 2015

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This inspection: Good 2

Previous inspection: Good 2 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 Children make good progress in their learning. Toddlers are inquisitive and show good levels of imagination, such as when pretending to prepare sandwiches for the childminder using small-world play food and changing dolls' nappies. n Effective partnerships with other professionals support the childminder and her co- childminder to meet children's individual needs. They share information regularly with others to help ensure continuity in children's care and to promote shared learning. n The childminder places a good focus on supporting children's language development. For example, she introduces positional language, such as 'up', 'down', 'along' and 'through', as young children complete stacking different shapes onto the wooden pegs. n Children behave well. The childminder and her co-childminder set clear boundaries for behaviour to help children develop good manners. Children take turns and share when

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The provision is good

playing together and are very well behaved.

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It is not yet outstanding because:

n There are few opportunities for children to explore and investigate natural materials in their everyday play and learning. n The childminder does not sharply focus her professional development on raising the quality of teaching as well as she could, to enhance learning experiences further for children.

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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 enhance opportunities for children to explore and investigate natural resources in their everyday play and learning n reflect more precisely on the quality of teaching to identify how to improve practice further, to extend children's levels of learning even more.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector held a number of discussions with the childminder and co-childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of parents' views from questionnaires and letters.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder confidently recognises potential signs and symptoms that may indicate risks to children's welfare. She is aware of how to report any concerns promptly, if necessary. The childminder evaluates her practice to identify areas for development. For example, she provides regular opportunities for children to use electronic toys in everyday play, to help support their problem solving and understanding of information technology. The childminder has developed strong relationships with parents. She keeps them regularly informed of their children's day, progress made and what they need to learn next. Parents are very complimentary about the care and teaching that the childminder provides.

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Quality of teaching, learning and assessment is good

The childminder supports children's learning and development well. She successfully monitors their progress from their starting points. This assists her to identify any gaps in development early and provide the appropriate support. She and her co-childminder maintain a good balance between adult-led and child-led activities, supporting children's interests effectively as they learn. For example, after playing using construction blocks to teach children about colour, she reads books to them with pictures about different coloured objects and letters, and sounds them out, to help build children's very early reading skills.

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Personal development, behaviour and welfare are good

Children are very happy in the setting and have a strong bond with the childminder and her co-childminder. Children learn about healthy lifestyles. They understand good hygiene practices. For example, babies know the routines very well and hold out their hands to be washed before mealtimes. Children manage their personal needs well and develop good independence. The childminder offers children choices and encourages them to make their own decisions. This helps them learn that their views are of value and important, and builds their confidence in their abilities.

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Outcomes for children are good

Children develop good levels of concentration and spend extended time playing with toys of their own choice. Children enjoy being physically active, such as in the garden and using large equipment in the parks. Babies and young children effectively develop their communication and language skills. For instance, they use basic words and make their own sounds. Children make good progress from their starting points.

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Setting details

Unique reference number EY262946 Local authority Hertfordshire Inspection number 10059334 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 10 Number of children on roll 9 Date of previous inspection 4 June 2015

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Registers

The childminder registered in 2003. She lives in St Albans, Hertfordshire. She operates all year round, from 7am to 6.30pm from Monday to Friday, except for bank holidays and family holidays. The childminder works with her husband, who is also a registered childminder.

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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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