Childminder in Hertfordshire

Inspection date 17 July 2019 Previous inspection date 1 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 Outstanding 1 Outcomes for children Good 2

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This provision is good

n The qualified and experienced childminder clearly enjoys his role and regularly reflects on his practice to support continuous improvement. For example, he has reviewed the way he teaches mathematics to younger children and now incorporates this with ease into their everyday play. n The childminder and his co-childminder work very well together. They take on clear roles and complement each other's strengths. This aids the smooth running of the setting and contributes to their strong parent partnerships. n Children understand humour and have exceptional fun with the childminder, who is always full of new ideas. They experience periods of uncontrollable laughter as they engage in his fun-filled activities. For example, they use a made-up language of alien to hold a conversation and tune into his pretend radio station where he will take on a range of voices and personalities. n A high number of parents refer to the childminder's incredible flexibility in the care that

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This provision is good

he offers. They feel that from the time their children start, he goes above expectations to accommodate their family's needs. This helps to ensure children receive continuity in their care arrangements and significantly enhances their well-being. n The childminder places children's welfare at the centre of everything he does. He adopts a highly sensitive and inclusive approach to ensure that all children, irrelevant of their needs, receive the same opportunities to engage in exciting activities. n The childminder provides parents with valuable support and guidance to ensure that every child has full access to funding. For example, he supports them to complete the necessary forms and takes forward any queries to the local authority to ensure children receive their full entitlement. n The childminder does not precisely focus on providing children with consistent levels of challenge in their learning, especially at times when they are free to choose their own

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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 focus more precisely on providing children with consistent levels of challenge within their activities and build even further on their learning potential.

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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 outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. 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 through discussions on the day and written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has put in place a range of ways to ensure he maintains an up-to-date knowledge of the local authority procedures and government guidance. He takes a proactive approach to initiate improvements within the local childcare community. For example, the childminder remains an active contributor on a childcare committee board. He has recently put forward suggestions to help make training more accessible for other childminders. The childminder works closely with the other settings children attend. For example, he gathers information about the topics children cover at school, so that he can extend on this in the provision. Furthermore, he manages his time well to ensure he is able to provide support for each child, as they need it, during their nursery or school transition sessions.

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Quality of teaching, learning and assessment is good

The childminder monitors children's overall progress. He has a system in place to help him to identify some patterns that contribute to children's achievements and where they may require further support. The childminder has established effective links with external agencies and recently welcomed a visit from a language specialist. This helped him to confirm the good level of support he provides to promote children's communication skills. For example, the childminder encourages children to use words to indicate their choices and recognises the most suitable times to use visual signs. Children have access to a wide range of resources and engage in high levels of imaginative play. For example, during their outdoor games, children lay pretend tarmac to build a road and make estimations about the time it will take to dry. They remind the other children not to cross the tarmac or they may get stuck.

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Personal development, behaviour and welfare are outstanding

Parents describe the childminder and his family as exceptional role models for their children, who flourish in his care. They say they trust them implicitly. The enabling environment is extremely calm, warm and welcoming for children. They eagerly run along the path to come in and are very keen to spend time with the childminder. The childminder provides children with a strong base to develop their independence and increase confidence in their own abilities. Children show exceptionally positive behaviour, are highly responsive to adults and each other, and competently work through solutions with minimal fuss. They ably identify what may constitute as a risk and manage this independently. For example, older children with dietary requirements are very alert to the foods they can and cannot consume to keep themselves in excellent health.

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Outcomes for children are good

Children make good progress from their starting point assessment. They show high levels of curiosity and concentration and will persevere to achieve a set task. Children show an early interest in mathematics and literacy. For example, they ably use numbers in sequence to count backwards from five to one as they launch their pretend rockets. Children gain some of the essential skills that they require in readiness for future learning.

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Setting details

Unique reference number EY244777 Local authority Hertfordshire Inspection number 10063553 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 15 Date of previous inspection 1 July 2015

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Registers

The childminder registered in 2003. He operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works alongside his wife who is also a registered childminder. He holds a recognised childcare qualification at level 3 and provides funded early education for two-, three- and four-year- old children.

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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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