Paddon, Helen Claire

Inspection date 23 October 2018 Previous inspection date 10 November 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 The childminder works closely with parents to support children's learning. She shares ideas with them so that they can support the continuity in their children's learning further at home. She uses relevant information from parents to accurately assess children's abilities when they start. n The childminder and her assistant have a very strong professional partnership. They work well together to support children's learning opportunities fully. They discuss children's progress and plan activities together to ensure that children are learning well. n Children are settled with the childminder. She provides them with a calm and friendly environment and they are comfortable in her home. The childminder and her assistant meet the children's needs well. n The childminder and her assistant make accurate assessments of children's learning and monitor children's progress closely. They use their assessments to set appropriate

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The provision is good

next steps in children's learning. All children make good progress from their initial starting points. n The experienced childminder and her assistant provide children with strong support to develop their early language skills fully. They talk to the children about what they are doing as they play and repeat sentences back to them, modelling language appropriately.

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It is not yet outstanding because:

n Occasionally, resources are not in full working order, which limits the learning that children can gain from using the toys. n Staff do not consistently support children in developing their independence fully during daily routines, such as when they tidy away the toys for lunchtime.

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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 ensure that resources are in full working order, so that children can make the most of their learning experiences n enhance toddlers' understanding of daily routines further to support their independence in preparation for the next stage in their learning.

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What the setting needs to do to improve further

Inspection activities n The inspector assessed the suitability of the areas of the premises used for childminding. n The inspector spoke with the children, the childminder and her assistant at suitable points during the inspection. n The inspector read emails from parents and took their views into consideration. n The inspector looked at a range of documents, including children's learning records, policies and qualification certificates. n The inspector observed the quality of the teaching and held a discussion with the childminder about the impact of the teaching on children's learning.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have a strong understanding of how to keep children safe. They are aware of who to contact should they have any concerns about the welfare of a child. The childminder supports her assistant well. She meets with her regularly and provides her with opportunities to develop her professional knowledge further. They discuss children's progress with each other and work in partnership with other professionals, such as teachers at other local settings, sharing information to support children's continuity of learning. They reflect on the provision they offer and adapt their activities depending on the age of the children attending. This supports children to make good progress in their learning and development.

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Quality of teaching, learning and assessment is good

The childminder and her assistant interact positively with the children. They support children to explore how things move. For instance, they encourage toddlers to move the toy cars faster and slower, demonstrating to them how to do this. The childminder supports children's developing understanding of colour well. For example, she tells the children what colours the cars are as they push them down the ramps. The childminder and her assistant take children on a range of outings, such as visits to the farm, where they learn about the wider world around them. The childminder and her assistant plan carefully together for children's individual needs and interests. They consider children's starting points and plan exciting activities that motivate them to stay focused as they learn.

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Personal development, behaviour and welfare are good

The childminder and her assistant interact with babies when they change nappies and talk to them gently about what they are doing. Children make a range of choices with the childminder, for instance they choose what fruit they would like at snack time. The childminder and her assistant act as positive role models for the children. For example, they model to children how to use their manners when asking for a toy from another child. Children demonstrate their kindness to each other, such as when older children give the younger ones a hug. The childminder and her assistant remind children to be gentle and kind to their friends. Children are confident in the childminder's home and they are happy to turn to the childminder and her assistant to have their personal care needs met.

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Outcomes for children are good

Children practise their hand-to-eye coordination as they play. For instance, they stack the different sized plastic rings on top of each other on the stand. Younger babies play well alongside the toddlers. They develop their sharing and turn taking skills well. Children of all ages enjoy listening to stories and learn to handle books carefully as they turn the pages. Children develop their larger muscles outside, such as when they climb the steps on the slide carefully. Toddlers develop their imaginations. For instance, they use a toy that looks similar to a key to pretend to unlock daddy's car.

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Setting details

Unique reference number EY355478 Local authority Hertfordshire Inspection number 10063592 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 1 - 8 Total number of places 12 Number of children on roll 8 Date of previous inspection 10 November 2015

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Registers

The childminder registered in 2007 and lives in Welwyn Garden City. She works with an assistant who holds an appropriate level 3 qualification. The childminder operates all year round from 7am to 6pm, Monday to Friday all year round, except for bank holidays and family holidays.

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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

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