Childminder in Hertfordshire

Inspection date 5 March 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 qualified childminder shows a strong passion to provide the highest quality care for children. For example, she has been proactive in establishing a close network of support with other childcare professionals. This helps her to gain advice and reflect on her provision to support continuous improvement. n Children's communication and language development is promoted well. For example, the childminder introduces children to storybooks and helps to organise a weekly rhyme-time session with other childminders. She introduces children to new words, such as 'crunchy' and 'cold', as they taste their carrot and cucumber sticks for lunch. n The settling-in arrangements for children are effective. For instance, the childminder regularly meets with parents before children start. She gathers detailed information to help her tailor children's early sessions and meet their individual needs. n Children build warm relationships with the childminder. For example, they enjoy time

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This provision is good

for cuddles as they wake from their sleep. The childminder's sensitive and nurturing approach ensures all children quickly become settled and secure in her care. n Children have a wealth of opportunities to develop their understanding of diversity. For instance, the childminder helps children to prepare food packages each year to donate to families from less-fortunate backgrounds. In addition, children have been involved in raising money to support a children's charity. n Parents describe the childminder's methods of communication as excellent. They say the childminder has a natural talent and empathy with children, who arrive and leave each day with a smile. n Although the childminder completes regular assessments of children's development, she does not use this information highly effectively in order to focus precisely on how to help children make rapid progress. n The childminder does not always ensure that planned activities are consistently

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This provision is good

organised in order to minimise nearby distractions and maintain children's focus.

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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 enhance the use of information gathered from assessments in order to plan precise ways to help children make the best possible progress n review the organisation of activities to make the most of all available space and minimise distractions to children's focused attention.

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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 outdoors, 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 interacted with 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 regularly refreshes her knowledge of child protection and keeps herself up to date with local issues. She is alert to the indicators of abuse or neglect and knows the correct procedures to follow to promote children's welfare. The childminder works closely with the other settings children attend. For example, she shares information with key staff and swiftly addresses any concerns that they raise. Children show complete trust in the childminder. They share their worries about aspects of their school day and she helps them to overcome these. The childminder conducts extensive online research. This helps her to implement successful strategies and continue to build on children's levels of self-confidence and self-esteem.

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Quality of teaching, learning and assessment is good

The childminder regularly observes the children in her care and notes their current interests. She uses this information to engage them in aspects of learning they favour less. The childminder involves parents in establishing each child's starting point. She values their views and listens to their expectations of what they wish their children to achieve. For example, following parents' requests, she incorporates aspects of literacy within young children's play. She makes sure the activities she provides are appropriate for their age. Children show interest in toys with buttons. They anticipate repeated sounds, such as their favourite animal noises. As children engage in role play with the childminder, she uses the opportunity to name a selection of farm animals and their young. This helps to prepare children for a planned visit to the nearby farm.

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Personal development, behaviour and welfare are good

The childminder acts as a positive role model for children. She uses a calm and consistent approach to provide them with explanations about acceptable behaviour. For example, children learn to be gentle with others, wait their turn and to use resources in the way intended. Children enjoy praise for their achievements. One of the ways the childminder provides this is by organising a graduation event at a local hall when children are ready to move on to school. Children have daily opportunities to access fresh air and exercise. For example, the childminder takes children to local parks. Outdoors, they practise their balancing skills on scooters. This helps to promote children's good health.

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Outcomes for children are good

Children are working comfortably within the range of development typical for their age. They show a strong impulse to explore their environment, engage in activities and are confident to express their preferences. Children show an early interest in literacy, eager to be like their older siblings. For instance, they explore the sensory experience of making marks in damp sand and experiment with linking sounds with letters. Children gain some of the essential skills to help prepare them for future learning.

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Setting details

Unique reference number EY544339 Local authority Hertfordshire Inspection number 10096247 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 1 - 5 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Stevenage. She operates all year round from 8am 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.

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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

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

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