Childminder in Hertfordshire

Inspection date 10 June 2019 Previous inspection date 16 September 2014

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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 has developed strong networks with other childminders. They support each other, such as by providing emergency care for children when it is needed. The childminder talks about how these networks support children's social development as they learn to play with wider groups of children. n Children are making good progress in their learning. They enjoy imaginative play, such as pretending to make meals and drinks. Children learn to use tools for a purpose as they skilfully use toy knives to cut pretend cakes. n Partnerships with parents are well established. The childminder tailors the ways she communicates with parents, dependent on their needs. For example, she uses discussion and electronic messages to share key information with them. n The childminder creates a safe, stimulating and welcoming environment indoors. Children are free to explore and make their own choices during play. They are happy,

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This provision is good

engaged and focus well in their activities. n The childminder recognises that many of the children she cares for prefer to learn outdoors. However, the opportunities available to children in her garden are limited and do not enable them to learn in the best possible ways.

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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 children outdoors, in order to enhance the learning of those children who prefer to learn outside.

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What the setting needs to do to improve further

n The inspector looked at the areas of the premises used for childminding. n The inspector observed the childminder's interactions with the children during play and routine activities. n The inspector observed the childminder teaching the children during 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 into account 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 places high priority on ensuring children are well protected and kept safe from harm. She has good knowledge of how to recognise that children may be at risk of abuse and she understands how to take appropriate safeguarding action. The childminder reflects on and evaluates the service she offers and identifies ways to improve. For example, she seeks out relevant professional development opportunities and researches topics that she feels she needs to have more knowledge of. The childminder gains the views of parents and finds ways she can incorporate their ideas into her practice wherever she can.

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Quality of teaching, learning and assessment is good

The childminder gains detailed information from parents on what children can already do when they start to attend her setting. This helps her to swiftly identify each child's needs and to monitor their progress from the outset. The childminder teaches children effectively as they play. For example, she introduces mathematical language as children play with trains. The childminder talks about size, space and shape and encourages children to join in counting with her. As children engage in creative activities, the childminder gives them uninterrupted time to explore. Children spend time stirring glue and watch as it drips onto their paper. This leads them to use the glue to make patterns and contributes to their developing mark-making skills. The childminder works closely with parents and staff at other settings children attend to help promote continuity in their learning.

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Personal development, behaviour and welfare are good

Children settle quickly with the childminder and demonstrate they are content and happy in her care. They show their developing confidence and social skills as they engage with visitors. Children thoroughly enjoy looking at photographs of the many activities they have taken part in with the childminder and recall their experiences. The childminder helps children to learn how to keep themselves safe and healthy. For example, they understand why they need to wash their hands after messy activities and before eating. The childminder builds strong partnerships with parents and they speak positively about her. For example, they say children settle well with the childminder and they describe her as 'kind and caring'.

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Outcomes for children are good

Children make good progress and develop strong skills that support them for their next stage in learning and ultimately for school. They enjoy choosing books to share with the childminder. Children handle books and turn pages correctly. They know how to gain information from the pictures and use words to describe what they can see. Children are content and independent in their play. They make up stories with play people and animals, chatting to themselves as they do so. This demonstrates their developing imaginative thinking.

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Setting details

Unique reference number EY449417 Local authority Hertfordshire Inspection number 10069436 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 - 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 16 September 2014

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Registers

The childminder registered in 2012 and lives in Welwyn Garden City, Hertfordshire. She operates all year round from 8am to 5.30pm, Monday to Friday, 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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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