Childminder in Hertfordshire

Inspection date 6 March 2019 Previous inspection date 9 May 2018

p.1

This inspection: Good 2

Previous inspection: Requires improvement 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 Since the last inspection, the childminder has obtained a relevant paediatric first-aid qualification in line with the statutory requirements. She knows how to swiftly deal with accidents should they occur. n The childminder is aware of children's interests and development needs. With these in mind, she rotates her many resources to help entice children to explore and to promote their learning. n The childminder knows children well. She responds sensitively to their needs and personalities. For example, she reassures young children with cuddles and soothing words until they feel confident with visitors to her home. n Children make good progress with the childminder. They show their speech and language skills are developing well. Young children look at the childminder as they babble and stay quiet while she responds. This helps them to learn how to take turns in conversations with others. n The childminder does not make the most effective use of professional development

p.1

This provision is good

opportunities to enhance her knowledge and teaching skills to the best possible levels.

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 professional development opportunities more precisely to help drive forward the quality of practice and teaching to the highest level.

p.2

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 planned activities and discussed the learning that was taking place and the progress children are making with her. n The inspector sampled a range of documents, including the safeguarding policy and suitability checks. n The inspector took account of the views of parents and discussed the childminder's reflections on her practice with her.

p.2

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. She reflects on her practice and looks for ways to improve. For example, the childminder has identified that the best ways to share information with parents is through discussion and electronic messages. This helps her to have a good understanding of what children and doing and learning at home. The childminder reviews risk in her home and is especially vigilant when caring for babies. She ensures that older children's toys and household objects are out of reach, so as not to pose a risk to babies' safety.

p.3

Quality of teaching, learning and assessment is good

The childminder obtains good information from parents about their children and what they can already do when they register with her. She uses this to identify children's starting points in learning. The childminder has a good understanding of what children need to learn next to support their overall good progress. She is presently caring for young children and sensitively teaches them as they explore. For example, the childminder models counting as she stacks up blocks and helps them to understand concepts such as 'big' and 'small'. Through discussion, the childminder shows she also understands how to teach older children. For example, she introduces them to more complex mathematical concepts and helps them to develop early writing skills. This helps to prepare children for learning at school.

p.3

Personal development, behaviour and welfare are good

Children have stable routines which meet their individual needs. This helps them to feel secure in the childminder's care. The childminder supports children's good health effectively, for example by providing many opportunities for children to physically active. Babies who are learning to walk spend time pulling themselves up to standing and cruising around the furniture. The childminder provides toys at different heights so children can sit, stand or lean into boxes, which helps to strengthen their developing muscles. The childminder builds strong partnerships with parents. They state that their children settle well and are happy in her care.

p.3

Outcomes for children are good

Children are making good progress and are developing effective skills that they need to aid their future learning and eventual move to school. Children enjoy looking at books and point to pictures that interest them. They are inquisitive and keen to explore. For example, children show an interest in fitting shapes into a shape sorter, which introduces them to mathematical concepts. Children enjoy finding what else they can do with wooden shapes, such as how they sound when they bang them together.

p.3

Setting details

Unique reference number EY387456 Local authority Hertfordshire Inspection number 10084935 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 - 0 Total number of places 6 Number of children on roll 1 Date of previous inspection 9 May 2018

p.4

Registers

The childminder registered in 2009 and lives in Stevenage. She operates all year round from 7.45am to 5.30pm, Tuesday to Thursday, except for bank holidays and family holidays.

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