Childminder EY433269

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children benefit from a safe and nurturing environment where they flourish to make good progress in their development. The curriculum they experience is planned well by the childminder to take into account what they already know and can do. This enables children to build on the essential skills they need for future learning. For example, children who have limited social experiences enjoy weekly visits to playgroups and soft-play facilities. This gives them the opportunity to explore relationships and develop special friendships with other children.

p.2

The provision is good

Children have immense fun at the childminder's house. They show high levels of enjoyment as they explore the available activities and confidently make choices in their play. Children are given time to become deeply involved in their games. This helps to build on their level of concentration and use of imagination. Children enjoy play with small-world figures and vehicles. They hold extended conversations on a pretend phone and copy familiar expressions they have heard adults use. Children's interests are used well by the childminder, who offers them suggestions and ideas to help enhance their play.

p.2

The provision is good

Children develop a warm bond with the childminder and become familiar with the daily routines. They enjoy cuddles and reassurance as they need, and know that it is time for a short rest after they have eaten lunch.

p.2

need to do better?

n The childminder works hard to ensure children who attend other settings receive a consistent approach to their learning and development. Some of the ways she achieves this is by regularly sharing information with key staff about children's progress and through prior arrangement to spend time with the children in their nursery. n Children enjoy sharing storybooks with the childminder and thrive on the challenges that she sets. For example, they attempt to fill in the missing words and anticipate key events and phrases. They learn new mathematical concepts as they describe the fruit in a story and decide if it is 'small', 'medium' or 'big' in size. n Children take part in exciting activities to help them learn about nature, such as the season of autumn. They have opportunities to explore textures as they collect leaves on a walk. During a craft activity, children competently share the new words they have learnt, such as 'acorns', 'conkers' and 'squirrel'.

p.2

need to do better?

n The childminder uses a range of ways to help children feel valued and gain a sense of belonging in her home. For instance, she has put together a board of photographs of all the children who attend and uses this to initiate thoughtful conversation. Children eagerly recall the other children's names and talk about

p.2

need to do better?

21 November 2019 their own experiences. n The childminder encourages children to try new food tastes and textures. She plans opportunities for them to have daily access to fresh air and consistently follows safe hygiene practice. This helps to keep children healthy and well. n The childminder supports children to gain an understanding of risk. Young children know they must hold her hand to cross the road and that they are not to stand on the furniture. The childminder has considered children's safe use of the internet. She makes sure children are fully aware of the restrictions she has put in place to help keep them safe when online. n Parents refer to the childminder as an 'extension' of their own family and value the flexibility that she provides them with to meet their needs. Many have had children in her care for a number of years and say that they 'struck gold' when they found her. n The childminder takes great pride in her role and continually improves her

p.2

need to do better?

knowledge and skills through various training opportunities. However, she does not always focus her learning on enhancing her good-quality teaching to help children make even better progress. n The childminder uses a fair and consistent approach to teach children about her expectations of behaviour. However, at times, children are a little too reliant on the childminder to solve any difficulties that they encounter and regulate their behaviour.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has an extensive understanding of child protection issues and her responsibility to promote children's welfare. She regularly researches information to ensure she is fully aware of the signs and symptoms that may identify a child who is at risk of harm. She knows the correct procedures to follow if she has any concerns and uses a range of ways to ensure she takes swift and appropriate action. For instance, she has put in place prompt cards for her reference that contain detailed steps to follow in the event of a wide variety of safeguarding issues.

p.3

should:

n seek further ways to enhance professional development opportunities that focus on developing teaching and help extend children's progress even further n provide children with more opportunities to learn how to manage their own feelings and behaviour, in order to develop high levels of self-control when they encounter difficulties.

p.3

Setting details

Unique reference number EY433269 Local authority Hertfordshire Inspection number 10074900 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 to 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 9 February 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Mill End, Rickmansworth. She operates all year round from 7am to 6pm, Monday to Friday, 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.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector discussed the curriculum with the childminder and completed a joint evaluation of the activities that she provides for children. 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 written feedback provided.

p.4

Inspection activities

21 November 2019 We carried out this inspection 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

Inspection activities

21 November 2019 regulates and inspects to 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.5

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6