Negus Tracy Louise

Inspection date 14 January 2019 Previous inspection date 18 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 keeps her knowledge up to date and is eager to continually improve her practice. For example, as part of her current studies to achieve a higher childcare qualification, she is reviewing ways to capture even more detail as she observes the children in her care. n Children are motivated to learn in this bright, well-organised environment. They know what toys are available and make informed choices about where they want to play. Children are eager for the childminder to play alongside them and become involved in their games. n Children of all ages enjoy sensory play experiences. For example, babies become fixated as they handle a variety of plastic bottles with different fillings. Older children place sequins with precision as they decorate a wooden snowflake. n Effective settling-in arrangements enable every child to experience a smooth move into the childminder's home. The childminder tailors her sensitive care to ensure even the

p.1

This provision is good

most anxious of parents feel reassured, and children with little experience of being left settle with ease. n The secure bonds children build with the childminder and her family last for years. Past children often visit the childminder during holiday periods. They update her with tales of their experiences and present her with cakes, made in the way she taught them to bake. n Parents have high praise for the childminder and regularly recommend her to others. Previous parents who have since moved out of the area return with younger siblings, willing to travel the extra distance to return to her care. n Although the childminder completes regular and accurate assessments of children's development, she does not consistently use this information highly effectively to help the children make their most rapid progress. n On occasion, the childminder steps in too readily and does not encourage children to solve simple problems, predict what might happen and complete tasks for themselves.

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 enhance the use of information gathered from assessments, in order to meticulously plan ways to help children make the best possible progress n give children more opportunities to think about how they can solve simple problems, predict what might happen and complete tasks for themselves.

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 children through written feedback provided.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder regularly updates her knowledge of child protection issues and knows the correct procedures to follow if she has any concerns about children's welfare. She tackles any potential instances of discrimination swiftly and effectively. The childminder makes sure that her assistant understands their role and responsibilities. The childminder works well with the other settings children attend. For example, she shares information about each child's development with key staff and gathers information from school newsletters. In addition, the childminder's assistant skilfully helps children to build items for their school projects.

p.3

Quality of teaching, learning and assessment is good

The childminder engages children in regular conversation, helping to support their language development and their understanding of the world. Children talk about their home experiences and accurately recall past events. They use vocabulary to focus on objects that are important to them. Children become deeply involved in imaginative play. They choose small-world toys, such as horses and fairies, to act out their make-believe stories. The childminder recognises children's interests and incorporates these into the planned activities. For example, children enjoy mixing foam and baking powder together to represent snow and enrich their storytelling games. The childminder works closely with parents to support consistency in children's development. For instance, she provides parents with detailed information about the topics she plans to cover. She has also set up a secure, online application where parents can view photographs of the activities

p.3

Quality of teaching, learning and assessment is good

children take part in. This enables them to extend children's learning at home.

p.3

Personal development, behaviour and welfare are good

Children are clear about the childminder's expectations and behave well. For example, they know that when the childminder plays their favourite song, this indicates it is time to tidy up. Young children begin to help as they move their whole body to the music and clearly enjoy the sounds that they hear. The childminder recognises that after school, the boys she looks after favour more physical activity and the girls who attend prefer more structured play. Each afternoon she ensures that adequate space is made available and more intricate activities are placed on the table top in readiness. This facilitates children's ability to practise a wide range of physical skills. The childminder plans activities to teach children about festivals and traditions throughout the year. This helps children to develop their understanding of diversity and people in the wider world.

p.3

Outcomes for children are good

Children make good progress from their starting points and gain some essential skills that they require in readiness for school. They become self-assured individuals with the confidence to express their opinions. Children learn respect for each other and demonstrate good social skills. For example, older children show patience when the younger children show curiosity in their play. Children develop an interest in literacy and mathematics. They look at books independently and begin to explore how numbers can be used.

p.3

Setting details

Unique reference number EY264802 Local authority Hertfordshire Inspection number 10063556 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 15 Date of previous inspection 18 November 2015

p.4

Registers

The childminder registered in 2003 and lives in Letchworth. She operates all year round, from 8am to 6pm from Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She is registered to work with an assistant and 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