Childminder in Hertfordshire

Inspection date 12 November 2018 Previous inspection date 9 July 2014

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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 Methods of teaching are good. The childminder effectively reviews her teaching and the impact of the activities on the children's learning. She engages and motivates children well and they show pride in their achievements. n Activities are exciting, challenging and are well planned to meet the children's next stage in development. The childminder bases activities upon the children's current interests, which helps to engage children in learning. Children make good progress. n The childminder has good relationships with the parents. They speak highly of her. Since her last inspection she has enhanced communication. There is a strong two-way flow of communication between the childminder and home. This helps to provide a consistent approach to children's learning. n Children have developed a close bond with the childminder. They look to the childminder, who has a calm and warm nature, for reassurance when they are unsure.

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The provision is good

Children are well cared for and their individual needs met.

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It is not yet outstanding because:

n Although the childminder evaluates her practice well overall, she does not routinely consider the views of parents as part of the evaluation process. n The childminder does not consistently share information with other providers, such as the local nursery school, to optimise children's learning and development.

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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 the evaluation process to include the views of parents, to help develop the good quality of the provision even further n strengthen the arrangements for sharing information and working in partnership with other settings, which children also attend, to support children's learning and development further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities in the setting. n The inspector looked at samples of children's records and other documentation, including policies and procedures. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector took account of parents' views through written feedback provided on the day. n The inspector had a tour of the areas of the premises used for childminding purposes.

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Effectiveness of leadership and management is good

The childminder is committed to her own professional development. Because of recent training called 'supporting all children', she has enhanced her teaching methods. She ensures that she alters learning activities so that she meets the different learning needs of all the children through the same activity. Safeguarding is effective. The childminder has a sound knowledge of child protection and knows what to do should she have concerns about a child. The childminder implements robust policies and procedures. Children are cared for in a safe environment.

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Quality of teaching, learning and assessment is good

The childminder provides a homely learning environment. Children have access to a wide range of toys that help them to develop in all areas. They also benefit from regular outings to toddler groups and local parks to extend their learning. Since her last inspection, the childminder has developed the outdoor area to include a mud kitchen and more water play. This helps the children develop their early mathematics skills and understanding of the world around them. Assessment of children's learning is thorough. The childminder identifies gaps in learning and supports children to catch up quickly. Children learn to solve problems and think critically through careful use of questioning from the childminder. Children learn about other people and communities through play. For example, they learn about the role of the police through playing a game.

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Personal development, behaviour and welfare are good

Children are happy, confident and secure in the childminder's home. They respond well to the childminder and share a joke and a giggle with her at times. She adapts routines to meet the children's individual needs, which she is highly aware of. A thorough settling- in procedure helps children to settle quickly. Children who speak English as an additional language receive extra support during the settling-in process. For example, the childminder gathers key words in their home language to aid communication. The childminder is a good role model. Children behave very well. They learn good social skills through play. For example, they learn to take turns and how to follow rules as they play games. The childminder frequently praises the children, which helps to build their confidence and self-esteem.

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Outcomes for children are good

Children make good progress in all areas of their learning. They meet the milestones expected for their age. Children leave the childminder well prepared for the next stage in their learning, such as nursery or school. They become independent as they wash their hands, feed themselves and self-select toys. Children learn early mathematics skills through play. For example, the children learn to count, recognise numbers, sort and match through games.

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Setting details

Unique reference number 130116 Local authority Hertfordshire Inspection number 10069405 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 - 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 9 July 2014

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Registers

The childminder registered in 1994. She lives in South Oxhey near Watford, Hertfordshire. The childminder operates all year round, from 7am to 5.30pm from Monday to Thursday, except 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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