Burton Laura

Inspection date 29 January 2019 Previous inspection date 26 August 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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This provision is good

n The childminder considers the views of parents and children when evaluating her practice. She is aware of children's interests and seeks out new resources and activities to help her to promote their learning. n The childminder forms strong two-way partnerships with parents. She keeps them well informed about children's care and learning. Parents talk about how she also builds strong partnerships with other settings their children attend. They understand how this supports continuity in children's care and education. n Children make good progress with the childminder. They enjoy bringing their favourite books from home to share with her. Children's literacy development is strong. For example, they learn the difference between text and pictures and talk about what happens next in stories. n The childminder supports children to develop good communication and language skills. Children know how to hold effective conversations with adults and confidently express

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This provision is good

their views. n The childminder does not always make the most effective use of professional development opportunities in order to enhance her teaching skills and promote the best possible outcomes for all children. n At times, the childminder does not adapt her teaching methods according to children's understanding. For example, she asks children of differing ages and abilities the same questions about shape and number.

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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 focus professional development opportunities more precisely on teaching and learning to enhance the quality of teaching to the highest levels n adapt the questions that children are asked, focusing on each child's abilities and development levels.

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What the setting needs to do to improve further

Inspection activities n The inspector looked at the areas of the premises used for childminding. n The inspector observed the childminder's and children's interactions through play and routine activities. n The inspector observed the childminder teaching the children through a planned activity and discussed the learning that was taking place with her. n The inspector discussed the progress children are making with the childminder and looked at assessment records. She also sampled a range of other documents, including the safeguarding policy. n The inspector spoke to parents and took account of their views, and discussed the childminder's reflections on her practice with her.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows how to recognise signs that could indicate that children are at risk of harm and what procedures to follow if she has any concerns about them. The childminder teaches children how to keep themselves safe, for instance when walking to and from schools. She makes up games to teach children where they can walk freely and where to safely stop. The childminder is committed to continuously developing most areas of her practice. Through her use of self-evaluation, she identifies areas of her home to improve, such as providing more space for physical activities in her garden. The childminder regularly meets with other childminders; she benefits from sharing ideas and professional support.

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Quality of teaching, learning and assessment is good

The childminder gains extensive information from parents about their children and what they can already do when they register with her. She uses this to quickly identify children's starting points in learning. She then plans further activities that build on children's skills and to support their overall good progress. The childminder interacts well with children as they play. She sensitively teaches them, for example by helping them to compare the size and length of toy dinosaurs. At other times, the childminder uses songs that introduce simple addition and subtraction. The childrminder's effective use of props helps children to visualise 'more' and 'less' as they engage in singing.

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Personal development, behaviour and welfare are good

Children arrive happily at the childminder's home and are excited to investigate the wide range of play opportunities she has set up. A doll's house is a favourite resource and children talk freely about their home and family as they play. The childminder effectively supports children's good health, such as by providing nutritious snacks. She gives them opportunities to choose what fruit they would like and children enjoy chopping it up for themselves. Children benefit from regular physical exercise, such as playing in the garden or visiting local parks. The childminder builds strong partnerships with parents. They state that their children settle well and are happy in her care.

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Outcomes for children are good

Children make good progress and develop effective skills that they need to aid their future learning and eventual move to school. Older children learn how to form the letters in their names and talk confidently about how they do this at the childminder's home and at pre-school. Younger children enjoy practising using tools for a purpose. For example, they rolled out dough and carefully cut-out shapes. Children used construction toys to build towers and were proud to show the childminder what they had made.

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Setting details

Unique reference number 149594 Local authority Hertfordshire Inspection number 10063534 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 - 8 Total number of places 6 Number of children on roll 10 Date of previous inspection 26 August 2015

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Registers

The childminder registered in 1999 and lives in Pirton. She operates all year round from 7am to 7pm, Monday to Friday, 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

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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