Childminder in Hertfordshire

Inspection date 10 January 2019 Previous inspection date 10 November 2015

p.1

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

p.1

This provision is good

n The childminder is proactive in gaining support as she needs it. She shares practice ideas with other childminders and regularly attends local network meetings and training events. This helps her to keep her knowledge up to date and maintain a consistently strong quality of teaching. n Children's communication and language development is supported well. For example, the childminder uses good intonation as she reads to children and sounds out a variety of animal noises. These activities immediately capture children's interest and often result in periods of uncontrollable laughter. Children repeat new words the childminder introduces and begin to use these in conversation. n Children are confident, happy individuals. They settle quickly into the childminder's care and develop secure attachments to her. Children revel in the childminder's attention and cuddles; they welcome her praise for their achievements.

p.1

This provision is good

n The childminder effectively promotes children's well-being. For example, when children start in her care she gathers detailed information about their past learning experiences, anything that may cause them anxiety and other people involved in their care. This helps the childminder to swiftly tailor her plans and provide sensitive support to improve children's outcomes. n Partnerships with parents are well established. The childminder uses a range of ways to encourage the two-way flow of information. For example, she regularly sends home a record of children's development for parents to view and contribute to, makes time for daily discussions and swiftly responds to any messages she is sent. n Children describe coming to the childminder's home as a 'fun' and an 'exciting' place to be. They say, 'The food is tasty', 'She has lots of toys' and that, 'She really cares about children'. n The childminder has not precisely reviewed the impact of her teaching on children's

p.1

This provision is good

good progress to set clear, defined targets for supporting children to reach the highest levels of attainment.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n focus more precisely on evaluating the impact of teaching on the progress children make in their learning, to set clear targets towards supporting substantial and sustained progress that leads to the highest levels of achievement.

p.2

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 and older children through written feedback provided.

p.2

Effectiveness of leadership and management is good

The childminder welcomes the views of both parents and children to help reflect on her practice. For example, following children's requests, she has sourced additional board games and purchased alternative fruit that children would like to try. The arrangements for safeguarding are effective. The childminder regularly updates her knowledge of child protection issues and completes robust risk assessments to ensure children are kept safe. For example, at present, the childminder has deemed the garden area out of use while awaiting the installation of new fence panels. The childminder works well with the other settings that children attend. She obtains each parent's permission to access school development records and speaks with the teachers to find out children's achievement goals. This helps her to be consistent with children in their learning experiences.

p.3

Quality of teaching, learning and assessment is good

The childminder's methods of observation and assessment are effective. This ensures that children make consistently good levels of progress. The childminder uses the information that she gathers to plan for children's next steps in learning. In addition, she draws on the ideas gained from recent training to ensure the activities she provides stimulate and challenge children. For example, during a planned activity, children practise their smaller physical skills as they use a spoon to carefully transport rice from a tray into a cup. They experiment with different sounds as they bang the spoon on the tray and let rice fall through their fingers on to the mat. The childminder adapts her practice at opportune moments to extend the learning that takes place. Children show interest in toys with buttons and learn how to operate them. They use their imagination as they choose to dress up as ballerinas and cheerleaders with handbags and wands.

p.3

Personal development, behaviour and welfare are good

Children behave well and follow the childminder's clear rules and boundaries. They use good manners unprompted and know that they must share with the other children and help when it is time to tidy away the toys. Children learn about the importance of health. One of the ways the childminder reinforces this is by asking the children to help devise the following week's menu. Children are asked to include a selection of vegetables and consider the dietary preferences and requirements that some of the children have. Children have regular opportunities to engage in physical exercise. For instance, the childminder takes them to the local park and to a weekly dance group. Independence is promoted well. For example, babies learn to hold a cup with both hands as they drink. Older children wash and dry their hands after they use the toilet.

p.3

Outcomes for children are good

Children are working comfortably within the typical range of development expected for their age. They are motivated to learn and demonstrate good levels of concentration when engaged in activity. Children build relationships with children of all ages and show confidence in new social situations. Older children clarify their thoughts through the use of inquisitive questions. Children gain many of the essential skills that they require in readiness for school.

p.3

Setting details

Unique reference number 149431 Local authority Hertfordshire Inspection number 10063529 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 13 Date of previous inspection 10 November 2015

p.4

Registers

The childminder registered in 1988 and lives in Letchworth. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5