Childminder in Hertfordshire

Inspection date 27 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 Children are settled and happy in the childminder's care. She has developed caring relationships with them. Children enjoy the attentive childminder being involved in their play, and they laugh together. They have fun and there are many warm interactions. n Parents comment that children settle quickly. They add that the childminder is welcoming and loving, and that it feels like a second home for children. n Children develop a love of books. They enjoy regular and frequent access to books. The childminder talks about words. Children learn what new words mean and practise saying them. The childminder supports them to develop their communication and language skills effectively. n Children confidently explore activities and concentrate for long periods as they play. For example, they persevere and then succeed with a puzzle. The childminder praises children's attempts and achievements. They develop a positive attitude to learning.

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This provision is good

n The childminder understands how to develop effective working relationships with other professionals and with settings that the children also attend. n Although the childminder regularly reviews children's progress with parents, this is not fully developed with regard to involving them more effectively in supporting their children's next stages of learning at home. n At times, the childminder does not make the most of opportunities to teach children about healthy food choices and the importance of leading healthy lifestyles.

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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 make even better use of opportunities to share detailed information with parents regarding children's next stages of learning to enable them to continue their child's learning at home, to help children make the best possible progress n provide more opportunities to teach children the importance of choosing healthy food and leading healthy lifestyles.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the areas of the childminder's home used for childminding. n The inspector checked evidence of the childminder's qualifications and training, and of the suitability of household members. n The inspector discussed the childminder's improvement plans and safeguarding procedures. She looked at a range of documents, including children's records. n The inspector observed and discussed the quality of teaching during indoor and outdoor activities and assessed the impact this has on children's learning. n The inspector spoke to the childminder and children when it was appropriate. She took account of comments in feedback given by a number of parents.

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Effectiveness of leadership and management is good

The childminder regularly reflects on her practice and accurately evaluates her provision. She takes steps to identify any areas for development. Following feedback from children, the childminder has developed a more welcoming environment where children are able to make independent choices. She has followed their interests in water play when developing the garden area. The childminder is committed to her professional development. Following training, she has developed how she questions children. She carefully asks questions, encouraging children to think and giving them time to put their thoughts into words. The arrangements for safeguarding are effective. The childminder has a good understanding of how to identify any causes for concern about a child's welfare. She understands the process to follow if she has any such concerns. The childminder carefully minimises potential hazards to children in her home and when on

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Effectiveness of leadership and management is good

outings. This helps her to keep children safe and secure while in her care.

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Quality of teaching, learning and assessment is good

The childminder knows the children well, including their interests and abilities. She carefully monitors children's development and has a clear understanding of how to support them to achieve their next steps in learning. She plans suitably challenging activities based on children's interests and how they like to learn. Children enjoy acting out a popular story about a gingerbread rabbit with toys while the childminder reads to them. Children listen carefully and follow the story. They stop to look at the book together. The childminder naturally introduces mathematical concepts. For example, children help to count the animals and talk about the size and position of toys as they play.

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Personal development, behaviour and welfare are good

Children benefit from regular opportunities to develop their independence skills. For example, they learn to look after their own belongings and put on their boots before playing outdoors. Children enjoy and benefit from regular outdoor play and fresh air. The childminder teaches children about how to keep themselves safe. They learn how to care for and be kind to the family dogs. Children benefit from opportunities to learn about the natural world. For example, they go on outings to parks and talk about where milk comes from. Children behave well and listen attentively to the childminder. She is a good role model, and she demonstrates that she respects and values children. For example, she checks with children before helping with their intimate care.

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Outcomes for children are good

Children make strong progress from their starting points. They become familiar with the school environment when they go with the childminder to take older children to school. This helps them to prepare emotionally for the move to school. Children learn the skills and knowledge they need for the next stage in their learning, or for school. Children develop their literacy skills. For example, they practise their early writing skills and learn to recognise the first sound of words.

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Setting details

Unique reference number EY540013 Local authority Hertfordshire Inspection number 10080124 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 - 12 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Stevenage. She operates all year round, Monday to Friday from 7am to 6.30pm, 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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