Childminder in Hertfordshire

Inspection date 8 May 2019 Previous inspection date 30 July 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 is committed to continually improving her provision and aims to provide the highest-quality care for children. For example, she has recently completed an early years foundation degree and regularly oversees and guides the practice of her assistant, who is also keen to further extend his knowledge. n The childminder recognises timely moments to enhance older children's play and foster their imagination. For example, she provides children with plastic drinking cups as they pretend to make a range of smoothie drinks for their friends. n Children develop very good communication skills. They rapidly learn new words the childminder and her assistant introduce, and are keen to use these in conversation. For instance, children use a magnifying glass to observe and talk about the characteristics of insects, such as a praying mantis, grasshoppers and ants. n Children are settled and secure in the childminder's care. They are familiar with the

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This provision is good

daily routines and receive comfort and reassurance as they need. Children show confidence in new situations. They share their interests, express their preferences and make choices in their play. n Parents say they are delighted with the care, security and support the childminder offers. They feel the children have thrived under her care and say her love of nature and the outside world is inspiring. Children say they enjoy every meal, have nice conversations and there is not a single thing they do not like. n On occasion, the childminder does not gather as much detail as possible from parents about children's learning at home when they start at the provision, in order to focus her early planning precisely on children's next steps. n The childminder does not consistently ensure that the learning environment or organisation of daily routines support the younger children to become fully involved in their play.

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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 seek more detailed initial information from new parents about their children's learning, to further support accurate assessments of children's starting points n review the learning environment and daily routines to minimise interruptions to the younger children's play and development.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed an evaluation of an activity with the childminder and her assistant. n The inspector held a number of discussions with the childminder and her assistant. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents and children through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant have a secure knowledge of the signs and symptoms that may indicate a child is at risk of harm. They know the correct action to take if they have any concerns about a child and maintain an up-to-date knowledge of the local authority procedures. The childminder completes robust risk assessments to ensure children remain safe. For instance, as they walk to school each day, she teaches children to use the designated crossing and wait for the 'green man' to light up before they cross the road. The childminder completes accurate self-evaluation and welcomes feedback from parents and children. Her future plans include establishing a separate outdoor space for children to have some time for reflection and to help enhance their feelings of well-being. The childminder has built effective relationships with the other settings children attend.

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Quality of teaching, learning and assessment is good

Children benefit from a wide range of interesting and demanding experiences. The childminder and her assistant make good use of resources and provide children with detailed explanations to improve their learning. For example, children learn about the life cycle of a butterfly with the aid of informative books and visual, online tools. The childminder completes regular observations and assessments on children once they start in her care. She notes children's interests and incorporates these well into her plans for each day. For example, children have regular opportunities to use a variety of vehicles in line with their current interest of transport. They become animated as they talk about the London buses and the purpose of emergency service vehicles.

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Personal development, behaviour and welfare are good

The childminder gently reminds children of her clear and consistent expectations. This promotes their good behaviour. For example, children learn to share the resources and that they must not climb over the furniture. The childminder makes full use of the local community to broaden children's experiences. For example, in addition to regular trips to the park, children visit the local charity shop to learn about the value of recycling. A recent local trip also included a visit to the polling station to talk about a person's right to vote. The childminder strictly adheres to children's dietary requirements. She makes sure children have daily opportunities to access fresh air and physical activity. These are some of the ways the childminder promotes children's good health.

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Outcomes for children are good

Children make consistently good levels of progress in their learning and are working within the range of development typical for their age. They demonstrate motivation to learn and express curiosity when presented with new activities. Children enjoy the responsibility of small tasks and are eager to lay the table and help to prepare lunch. They are developing good skills in mathematics and literacy. For example, children say number names spontaneously and attempt to complete simple puzzles. They like to fill in the missing words as the childminder reads their favourite storybooks. Children are well prepared for the next stage in their learning.

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Setting details

Unique reference number EY345331 Local authority Hertfordshire Inspection number 10063582 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 - 11 Total number of places 6 Number of children on roll 10 Date of previous inspection 30 July 2015

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Registers

The childminder registered in 2007. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. She holds an appropriate qualification at level 5 and is registered to work with an assistant.

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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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