Childminder in Hertfordshire

Inspection date 18 March 2019 Previous inspection date 19 May 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 focuses her ongoing professional development on meeting children's needs. For example, she undertakes training to support children's communication and language skills, when she identifies some gaps in their development. n The childminder builds good partnerships with key people at other settings children attend. She discusses children's development with them and they adopt the same strategies, such as the best ways to promote individual children's learning and behaviour. n Children are making good progress. They are developing a good understanding of the world. For example, children talk about equipment that will not work during a power cut because it needs electricity. n The childminder makes effective use of the conversations that children initiate to help them learn about each other's families and communities. For example, when children ask why others do not eat certain foods, she explains about different religions. This

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This provision is good

helps children to understand and respect each other's similarities and differences. n The childminder builds strong partnerships with parents. They state she is attentive and caring to children and they are fortunate to benefit from her care and education over many years. n Although the childminder reflects on most aspects of her practice, she does not always consider the best ways to promote the learning and development needs of babies to the highest levels.

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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 widen the opportunities available to babies to explore with a greater range of textures and materials, to help promote their learning to the highest 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 planned activities 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 their development and assessment records. A range of other documents were seen, including suitability checks of household members and the safeguarding policy. n The inspector took account of the written views of parents and discussed the childminder's reflections of her practice with her.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has recently undertaken training on safeguarding and knows how to swiftly meet children's needs in the event of a child protection concern. She continually assesses risks in her home and on outings, and takes appropriate action to help her keep children safe. For example, the childminder explains to older children why they need to keep small pieces of equipment away from babies. The childminder reflects on most areas of her practice and looks for ways to make effective improvements. For example, she has introduced ways of sharing and gathering information with parents electronically. This has increased the childminder's knowledge on how children are developing at home.

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Quality of teaching, learning and assessment is good

The childminder obtains good information from parents about what children can already do when they start to attend her setting. She uses this and her own initial observations of children to quickly identify their starting points in learning. The childminder adapts her teaching methods in line with children's development levels. For example, she models play and narrates what babies are doing as they play. At they explore electronic toys, she shows babies how to press buttons and uses descriptive words to help them associate words to actions. The childminder helps older children to continue with their learning from nursery. For example, when they tell her they have been learning rhyming words, she asks them to explain what they are and to give her some examples.

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Personal development, behaviour and welfare are good

Children quickly form strong emotional attachments with the childminder. They demonstrate they are content and happy in her care. The childminder talks to babies as she carries out daily routines, helping them to begin to anticipate what will happen next. The childminder promotes children's good health and well-being. She provides children with regular exercise. They use equipment in the garden or at local parks. The childminder helps children to become independent from a young age. For instance, babies sit with older children at mealtimes and are able to feed themselves. All children are sociable and cooperative and show they feel secure in the childminder's home.

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Outcomes for children are good

Children are developing skills and knowledge that will enhance their future learning and they are making good progress in readiness for school. They are developing good mathematical skills, relevant to their stage of development. Older children recognise numbers as they play games and are able to count well beyond 10. Babies enjoy exploring space and shape as they feed toys into shape sorters. Children use small hand movements to peel the backs off stickers, while babies enjoy exploring what happens when they bang two balls together. These early skills help children to develop muscles in their hands, in preparation for writing and other manipulative tasks.

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Setting details

Unique reference number EY254261 Local authority Hertfordshire Inspection number 10070379 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 0 - 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 19 May 2015

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Registers

The childminder registered in 2003 and lives in Bricket Wood. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, 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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