Childminder in Hertfordshire

Inspection date 5 August 2019 Previous inspection date 6 May 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 Children are confident and happy individuals who flourish in the childminder's care. They have access to a wide range of opportunities that provide them with stimulation and challenge to support their good progress. n The childminder creates a language-rich environment, where children rapidly learn new words and use these when communicating. Children use familiar expressions such as 'oh dear' in the right context. They develop expressive language to describe the resources that they explore and frequently sing the songs they have learned as they play. n The childminder places a strong focus on supporting children to become independent. For example, she encourages children to take on the responsibility of small tasks from a young age. Children learn how to take care of their belongings and upon arrival, place their footwear in a basket and hang their clothes on a peg. n The childminder sensitively supports children as they go through times of change. She

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This provision is good

provides them with explanations and reassurance as they need to help them continue to feel settled and secure. This promotes children's well-being effectively as they make sense of their changing world. n Risk assessments are robust. The childminder regularly considers ways to minimise any hazards to children. For example, when on outings, she considers the safest route to take and ensures any larger pieces of apparatus are suitable for children to use. n Parents are very happy with the care their children receive. They comment especially on how well the childminder communicates with them each day about the activities their children take part in. They refer to the experiences children receive as 'enriching'. n The childminder's programme of professional development is not sharply focused on driving the quality of teaching to the highest standard. n The information the childminder shares with other settings that children attend is not

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This provision is good

fully effective to promote consistency in their individual learning and development.

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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 establish a more focused programme of professional development that helps to raise the quality of teaching to an even higher level n strengthen partnerships with the other settings that children attend to develop more effective ways to share information about children's learning 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 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 a secure understanding of the signs and symptoms that may indicate a child is at risk of harm. She knows the correct procedures to follow to ensure children's welfare. The childminder uses a range of ways to help keep her knowledge up to date. She researches information online and monitors the changes her Local Safeguarding Children Board introduce. These strategies help her to have a clear understanding of the current issues faced by families and children within the local and surrounding areas. The childminder actively seeks feedback from children's parents. This enables her to respond to any questions they may have and regularly reflect on and improve the care that she provides.

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Quality of teaching, learning and assessment is good

The childminder completes regular and precise assessments of children's development. She plans demanding activities to engage children and support their next steps in learning. During adult-led activities, the childminder carefully observes children and provides them with ideas to help extend their play. She reshapes activities to make sure the level of challenge for each child is suitable. For example, during an activity to focus on number recognition, the childminder recognises the children find this a little difficult. She therefore gives them more time to follow their interests and use the resources in different ways. Children enjoy using their hands to explore the texture of coloured rice and wooden, numbered discs. They practise their small-muscle skills, for instance, as they use a spoon to transport the rice into different-sized containers.

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Personal development, behaviour and welfare are good

Children make informed choices about how they spend their time in this well-organised environment. They are clear on the childminder's expectations of behaviour and develop good social skills as they learn how relationships work. The childminder gives children clear messages about how to keep themselves healthy and well. For example, she encourages children to wash their hands before they help to prepare and eat their snack. Outdoors, children help to nurture the growth of fruit and vegetables, such as tomatoes, spring onions and runner beans. They eagerly pick the produce and show they are willing to try new tastes. This helps them to learn about food that is good for them. The childminder strictly adheres to children's dietary requirements and makes sure they all receive the same opportunities. For example, during a hands-on activity, she checks the ingredients of the food she plans to use and replaces egg noodles with spaghetti pasta.

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Outcomes for children are good

Children progress well from their starting point assessment. They demonstrate friendly behaviour, show good levels of concentration, and listen to and follow instructions well. Children show an early interest in literacy and mathematics. They like to choose books to share with the childminder, name the colour of items and ably use numbers to count in sequence. Children acquire essential skills that they need to help prepare them for their future learning.

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Setting details

Unique reference number EY348767 Local authority Hertfordshire Inspection number 10106340 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 - 9 Total number of places 6 Number of children on roll 5 Date of previous inspection 6 May 2015

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Registers

The childminder registered in 2007 and lives in St Albans, Hertfordshire. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early years 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

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

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