Childminder in Hertfordshire

Inspection date 15 August 2019 Previous inspection date 5 February 2016

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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 flourish in this stimulating, home-from-home environment. They thoroughly enjoy their time with the childminder and make frequent requests for her to join in their play. Children get cuddles and reassurance from the childminder when needed. n Children make very good progress in their communication and language development. The childminder clearly pronounces new words for children and allows them ample time to consider and respond to the questions that she asks. This helps children build the confidence to engage in regular discussion and share their thoughts and preferences. n The childminder places a strong focus on supporting children's emotional well-being. For example, she recognises that they may need extra attention and praise when welcoming a new sibling into the family. The childminder sensitively prepares children for their new routine as they move on to nursery. She works closely with parents to

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This provision is good

ensure they all use a consistent approach during these times of change. n Children gain vast enjoyment from the wide range of learning opportunities the childminder organises. For example, they recently visited a farm, a museum and garden centre to help them to explore nature and the natural world. Children eagerly detail their trips and laugh as they recall the time a butterfly landed on top of the childminder's head. n Parents are extremely happy with the quality of care their children receive and highly recommend the childminder. Some detail how they travel from outside of the area and would not consider placing their children with anyone else. They say the childminder is warm, nurturing, and provides them with flexibility to meet the needs of their family. n The childminder does not make the most of available training opportunities to consistently strengthen her existing knowledge and good range of teaching skills.

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This provision is good

n On occasion, the childminder does not recognise opportunities that arise to build even further on children's growing understanding of how to use the resources and materials safely.

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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 extend the use of available training opportunities to enhance existing knowledge and teaching skills to an even higher level n provide even more opportunities for children to develop their growing understanding of everyday risk as they use the resources and materials.

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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 interacted with children during the inspection. n The inspector took account of the views of parents and children 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 values the close links she has established with other local childminders. She feels these help her to plan group activities for the children on a larger scale and reflect on her practice to implement positive change. The childminder has recently adapted the methods she uses to assess children's development. This now enables her to spend even more time interacting with the children.

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Quality of teaching, learning and assessment is good

The qualified childminder knows the children well and has a clear knowledge of the skills they need to develop next. She facilitates a learning environment that enables children to follow their interests and make choices about how they spend their time. The childminder gathers pertinent information from parents about children's experiences at home. She uses this to help inform her planning. The childminder listens carefully to what children have to say and fosters their imagination through the ideas and resources that she provides. For example, children become deeply engaged as they experiment with different craft materials to make a tiger, following on from a story they have shared. Children carefully consider their options as they use glue, felt shapes and paint to put the finishing touches to their designs. They are very proud of what they have made and are eager to place these carefully, ready to take home.

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Personal development, behaviour and welfare are good

The childminder uses a consistent approach to encourage children's good behaviour. They have many opportunities to form friendships with other children and learn how relationships work. Children begin to use manners unprompted as they thank each other for sharing the resources. They have immense fun as they take on challenges to develop their physical agility. For instance, during a musical game children follow a sequence of instructions. They reach up high to be like a giraffe, swing their arms low and heavy like an elephant's trunk, then hop and try to balance on one leg. The childminder gives children clear messages to help support them to make healthy choices. For example, they learn to eat the savoury and fruit snacks from their lunch box first and to stop eating when their tummy feels full.

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Outcomes for children are good

Children make continually good progress in their learning. They are developing into confident, self-assured individuals who are motivated to try new experiences and enjoy the element of humour. Children's literacy and mathematical skills are effectively promoted. For example, children learn to recognise their written name and give meaning to the marks that they draw. They use numbers to count in sequence and understand the concept of size as they refer to 'big' and 'baby' squares. Children make comparisons when they talk about how the sunflowers they have planted, both at home and in the setting, have grown. They gain key skills ready for the next stage in their learning.

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Setting details

Unique reference number EY348962 Local authority Hertfordshire Inspection number 10073868 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 0 - 10 Total number of places 6 Number of children on roll 9 Date of previous inspection 5 February 2016

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Registers

The childminder registered in 2007. She operates all year round from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and provides funded early education for 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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