Childminder in Hertfordshire

Inspection date 16 July 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n The childminder and her vastly experienced co-childminder work highly effectively together. They collaboratively plan activities for all of the children they care for. They hold ongoing discussions throughout the day, such as to share information about children's achievements. n Children who speak English as an additional language are well supported. The childminder speaks to them about what they are doing, which helps them to develop their communication skills. She works closely with the parents to support children's home languages and cultures. For example, she encourages parents to come into the home to read stories to the children in various languages. n The childminder provides children with a welcoming and friendly environment. They are settled and happy in the childminder's care and build strong relationships with her. n The childminder focuses her professional development to support the children in her

p.1

This provision is good

care. For instance, she identifies training courses to attend to develop her understanding of relevant topics. n The childminder does not always use her observations and monitoring of the children's progress effectively enough to quickly identify gaps in their learning. n The most able children are not always provided with enough challenge or opportunities to share their ideas during creative activities, such as when they are painting.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n strengthen the monitoring of children's progress so that gaps in children's learning can be more rapidly identified to allow children to further develop in all areas of their learning n enhance the levels of challenge provided to the most able children during some activities to encourage them to extend and share their ideas even further.

p.2

What the setting needs to do to improve further

n The inspector had a tour of the premises and considered the suitability of the areas used for childminding. n The inspector observed a range of activities indoors and outdoors. She assessed the quality of the childminder's teaching. n The inspector read feedback from parents and took their views into consideration. n The inspector held discussions with the childminder, her co-childminder and the children at suitable points throughout the inspection. n The inspector looked at a range of documentation, including policies, insurance documents and children's learning records.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is aware of the potential signs of abuse, as well as wider issues, such as radicalisation. She is confident in the process to follow to raise her concerns to the relevant authorities. Parents are complimentary about the service the childminder provides. They share information with the childminder about what their children can do when they start. The childminder reflects well on the provision she offers. She readily takes on board feedback from parents, which supports her to improve the service further. The childminder works collaboratively with other professionals, such as staff at other settings children attend. For example, she gains information relating to what children are learning at nursery. This helps her to support children to build on their existing knowledge further.

p.3

Quality of teaching, learning and assessment is good

The childminder supports children's learning and development well. She keeps parents informed about the progress their children make. The childminder and her co- childminder provide an exciting and motivating environment for children to learn indoors and outdoors. The childminder supports children to explore using all of their senses. For instance, the children hear a helicopter in the sky and the childminder points it out to the children so that they can see it. Children remain fully engaged as they learn. They keenly join in with adult-led activities. For example, they follow the actions and dance excitedly to familiar songs. Children confidently choose activities for themselves. For instance, the youngest children use paintbrushes to make marks with water on chalkboards.

p.3

Personal development, behaviour and welfare are good

The childminder supports the children to understand the importance of hygiene, such as reminding the children to wash in between their fingers. They follow her instructions well. Children, including the very youngest, take part in familiar routines. For example, they help to set out chairs around the table for snack time. The oldest children help to cut up fruit for their friends. Children learn to explore and take risks safely with the childminder nearby for support. For example, they climb over play equipment, exploring how to get out of small gaps and spaces. The childminder and her co-childminder act as positive role models. This helps children to learn how to be kind to others. Older children model to the youngest children how to be polite and use their manners, such as when they are asking for food at lunchtime.

p.3

Outcomes for children are good

Children gain the skills that they need to move on to school. For example, they learn to dress themselves and even the youngest children attempt to put their shoes on independently. Children use their imaginations well, such as when they pretend to feed baby dolls. They pretend to make food for their friends in the play kitchen. Children enjoy exploring their surroundings and investigate keenly. For instance, the youngest children squeal with excitement as they watch the bubbles from the bubble machine and try to pop them. The oldest children develop their counting skills as they play. For instance, they count the number of turtles they have created using the sand moulds. They confidently speak to visitors about what they are doing.

p.3

Setting details

Unique reference number EY548434 Local authority Hertfordshire Inspection number 10107199 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017 and lives in Watford. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5