Byrne, Kelly

Inspection date 30 April 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 show that they are happy and settled, and thoroughly enjoy their time with the childminder. She makes learning fun, and children are motivated and enthusiastic to learn. The childminder actively joins in with children's play to enhance their learning. n Children's social skills are promoted well. For example, they are taken to playgroups where they learn to mix, share and to participate with others in group activities. They love to join in with 'rhyme time' at the local library. Children play well together. n The childminder is a very good role model. She manages children's behaviour well. This includes teaching good manners, sharing, taking turns and playing cooperatively. The childminder uses every opportunity to praise them for their achievements. Children have high levels of confidence and self-esteem. n Children have good opportunities to explore the world around them. They enjoy regular

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This provision is good

trips out in the local community. They love to see the baby lambs at the farm, hunting for bugs in the nature reserve and feeding the ducks on the pond. n Parents are very happy with the care and education the childminder offers. They appreciate the flexibility of her provision, which supports the needs of working families. They say that she is calm, friendly and professional, and that their children enjoy their trips out with the childminder and her healthy, home-cooked meals. n The childminder has formed very good links with the local schools. This helps to support children's individual needs and creates continuity of care and learning for the children and their families. n Although the childminder uses self-evaluation to give her an overview of the service she provides, it is not used effectively enough in order to set challenging targets and raise the quality of the provision to an outstanding level.

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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 strengthen self-evaluation processes to raise further the good quality of provision to an outstanding level.

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What the setting needs to do to improve further

n The inspector had a tour of the premises and viewed the areas used by children. n The inspector observed children interacting with the childminder. n The inspector discussed children's learning and development with the childminder. n The inspector spoke with the childminder about her understanding of the safeguarding and welfare requirements, and viewed relevant suitability checks, risk assessments and accident and medication records. n The inspector took into account of the written views of parents.

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Effectiveness of leadership and management is good

The childminder offers a welcoming and homely environment where children can play safely. She monitors children's learning well to establish the progress they make, and plans enjoyable activities that help them to reach the next stages of their learning. Safeguarding is effective. The childminder has a very good understanding of her role in safeguarding children and the procedures to follow should she have any concerns about a child's welfare. She checks her house and garden daily to help her identify and minimise any possible risks to children. The childminder regularly shares information with parents, and keeps them very well informed of their children's daily activities and their ongoing progress.

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Quality of teaching, learning and assessment is good

The childminder observes, plans and assesses children's learning well. She makes each child a delightful learning journey, which shows the many exciting activities and outings they enjoy with her. The wide range of high-quality toys and resources are stored very well, enabling children to make choices in their play. Young children use their imagination as they pretend to make fruit salad in their role-play kitchen. They are keen to involve the childminder in their play. She uses all opportunities to promote their language development. For example, she introduces new words and provides a running commentary as children play. The childminder plans age-appropriate activities that excite and challenge children. She skilfully extends their learning of colours and shapes using coloured rice in the sensory tray. They scoop it up and fill the different coloured pots, and are very proud of the circles they make using their fingers.

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Personal development, behaviour and welfare are good

Children develop strong bonds with the childminder, her family and each other. This helps to promote their self-esteem and supports their sense of belonging. The childminder is a positive role model for children. She is kind to them and attentive to their needs. Children are encouraged to learn self-care routines, eat healthily and enjoy fresh air and physical exercise every day. They are provided with healthy and nutritious meals and snacks. They are given time to eat comfortably and are encouraged to develop their independence skills. For example, they wash their hands before eating, serve their food and pour their drinks. The childminder teaches children simple rules that help to keep them safe on outings and when they walk to school. For example, they learn that they have to stay together, and how to cross the road safely.

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Outcomes for children are good

Children are active and happy learners. They make very good progress from their starting points. Young children enjoy using different media, such as pens and crayons, to develop their mark-making skills. Older children enjoy reading books to the childminder, which helps to build on the skills they learn at school. They are developing independence as they help with small tasks, such as clearing away their plates after snack time. Children are making good friendships and they enjoy playing together. They have fun with the childminder and are developing key skills ready for their future learning and school.

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Setting details

Unique reference number EY546802 Local authority Hertfordshire Inspection number 10101448 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 - 5 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Welwyn Garden City. She operates Monday to Friday, all year round from 7am to 7pm, 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

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Registers

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Registers

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Registers

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