Childminder 149350

Inspection date 5 November 2018 Previous inspection date 14 September 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 regularly evaluates and improves on her practice. For example, she shares ideas with other childminders to enhance the activities that she provides and researches areas of interest online. The childminder is now more selective with the resources that she makes available to children. These help to ignite children's imaginations and enable them to become more deeply involved in their play. n The childminder shows children how to use different resources and tailors the level of support she provides for each child. For example, during an activity, she encourages most-able children to squeeze paint from the tube as they choose a variety of colours. n Children enjoy sensory experiences to experiment with making marks. They push cars and one-handed tools through paint to make patterns. Children use their fingers and whole hand to explore the texture of the paint independently as they draw.

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The provision is good

n The childminder uses effective settling-in procedures. Children develop an affectionate bond with the childminder, and feel happy and secure in her care. They enjoy cuddles when they are tired and ask for help when they require it. n The childminder keeps parents well informed about the activities children take part in and the progress that they make. Some of the ways she does this are through daily discussion, sharing photographs and asking parents to complete a feedback sheet when they view their child's learning journal.

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It is not yet outstanding because:

n The childminder does not work as well as she could with other settings that children attend, to better promote consistency in their learning and development. n At times, the childminder does not further extend children's good understanding about the expectations of behaviour, including learning how to identify and manage simple risks.

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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 strengthen partnership working with other settings that children attend, to support a more consistent approach to meeting children's needs n strengthen children's already good understanding of how to manage their own behaviour, in particular, ways to identify and respond to basic everyday risks.

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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 completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder uses a range of ways to keep her knowledge of child protection up to date. For example, she completes regular online courses and reads related publications, which she maintains for reference. The childminder knows the correct procedures to follow if she has any concerns about a child in her care. Robust risk assessments help her to ensure any hazards to children are minimised inside and outside of the home. For example, when visiting the local parks, the childminder ensures the apparatus children use are suitable for their age and individual level of ability.

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Quality of teaching, learning and assessment is good

The childminder provides children with a broad range of well-planned activities and experiences. For example, children enjoy day trips to a wildlife park to help build on their understanding of the world and visits to soft-play areas to practise a range of physical skills. In addition, the childminder makes the most of other outdoor learning opportunities. For instance, on the walk to school, children learn how the seasons change as they explore the fallen leaves. They begin to recognise numbers as they search for them on house doors and buildings. The childminder completes precise assessments of children. She uses this information well to determine the areas where children need the most support. The childminder takes account of children's current interests when she plans activities. This helps her to enhance children's level of motivation and curiosity. Children regularly engage in imaginative role play. They remark

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Quality of teaching, learning and assessment is good

that their baby doll is asleep and then prepare the childminder some pretend 'mushroom tea'.

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Personal development, behaviour and welfare are good

The childminder provides children with regular opportunities to develop good social skills. For example, she takes children to weekly groups, where she encourages them to interact with other adults and children in a way they are comfortable with. Children behave well and use good manners unprompted. They say 'thank you' and cover their mouths as they cough. The childminder teaches children how to recycle different materials. This helps to raise their awareness of the local community and issues faced in the wider world. She reminds children to wash their hands after they use the toilet and before each meal. This helps to promote children's good health.

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Outcomes for children are good

Children make good progress from their starting points and are working at the typical stage expected for their age. They listen carefully to others and respond to simple instructions. Children develop an early interest in books and eagerly experiment with sounds and words. They learn new words rapidly and use these to communicate. Children are eager to help dress themselves and take responsibility for their belongings. These are some of the essential skills that children require in preparation for future learning.

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Setting details

Unique reference number 149350 Local authority Hertfordshire Inspection number 10063528 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 2 - 9 Total number of places 6 Number of children on roll 5 Date of previous inspection 14 September 2015

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Registers

The childminder registered in 1995 and lives in the Shephall area of Stevenage. She operates all year round, from 7.30am to 5.30pm on Monday to Thursday and from 7.30am to 2.30pm on Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3 and is registered to provide funded early education for three- and four-year-old children.

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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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