Childminder EY357554

Overall effectiveness Good

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

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The provision is good

Children feel happy and settled in the childminder's care. They enjoy choosing independently from the wide range of appropriate resources provided. Children readily turn to the childminder for support when they need to. They quickly become independent in meeting their own needs. For instance, toddlers confidently wash their own hands at the sink and use paper towels to dry them.

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The provision is good

Children have positive attitudes towards their learning and behave well. They remain focused at the activities they complete. They are respectful and respond positively to the boundaries and rules that are in place. Children clearly enjoy their time with the childminder. For example, young children laugh with delight as they turn levers and push buttons to make small toys move.

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The provision is good

The childminder provides a highly inclusive service to families. Children with allergies and dietary requirements have their needs met exceptionally well. The childminder ensures that they can safely participate fully, such as during snack time at local toddler groups. She takes time to learn about children's backgrounds and experiences before they start with her. As a result, all children access opportunities that help to prepare them for their future learning.

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need to do better?

n Parents are very pleased with the service that the childminder provides. They feel that their children are safe and well cared for. The childminder holds regular discussions with them regarding their children's progress. Parents provide feedback to the childminder to help her to shape the service she provides. The oldest children also share their views and opinions. The childminder encourages them to make suggestions for future activities, which helps to keep children interested and motivated. n The childminder regularly monitors children's progress. She plans activities that build on what children know and can already do. She uses her assessments effectively to identify any emerging gaps in children's learning. This enables her to swiftly address these gaps, which helps children to make good progress across all areas of the curriculum. n The childminder skilfully interacts with children as they play and learn. She talks

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need to do better?

to children while they play with coloured sand. She reminds them about digging in the sand at the local wildlife park while they fill different-shaped moulds and containers. This helps younger children to link their different learning experiences together. The childminder provides children with a narrative for their play, which helps them to learn relevant vocabulary. She talks to them about the tools they use, naming new items, such as the rake. n Children are encouraged to complete new challenges. For example, toddlers

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need to do better?

9 January 2020 learn to complete jigsaw puzzles. They persevere and respond positively to the childminder's praise and encouragement. They listen carefully to instructions and smile proudly when they join the pieces together. Children keenly repeat their actions until the puzzle is complete. They eagerly move on to complete the next one independently. n Children enjoy imaginative play experiences. The childminder uses these experiences to teach children other skills, such as sharing and taking turns. For example, the childminder encourages children to pretend to share their food with the doll they are playing with. The childminder extends this concept further, using children's familiar routines. Children pretend to change nappies on dolls as they have their own personal care needs met. They go on to pretend to tuck the doll into bed for a sleep when it is time for their own nap. n The childminder reflects well on the provision that she offers. For instance, she

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need to do better?

considers ways that she can enhance the already effective settling-in process even further. She networks with other professionals, including other local childminders. The childminder completes mandatory training, such as a paediatric first-aid course. However, she recognises that her professional development is not yet sharply focused enough to support her to raise the quality of her teaching to an even higher standard.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role and responsibilities in relation to safeguarding children. She has a strong understanding of the process to follow to raise concerns regarding children's welfare. She can confidently identify the possible signs that a child may be at risk. The childminder is knowledgeable about wider safeguarding issues, such as identifying children who may be at risk of exposure to extreme views or behaviour. She completes regular safeguarding training to ensure that her knowledge around child protection is kept up to date.

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should:

n focus professional development more precisely to help raise the quality of teaching to an even higher level.

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Setting details

Unique reference number EY357554 Local authority Hertfordshire Inspection number 10127179 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 to 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 5 September 2014

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Information about this early years setting

The childminder registered in 2007 and lives in Welwyn Garden City, Hertfordshire. The childminder provides funded early education for three-year-old children. She operates all year round from 8am to 6pm, Tuesday to Friday, except bank holidays and family holidays. She holds a relevant childcare qualification at level 3.

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Inspection activities

n The inspector had a tour of the areas of the premises used for childminding, indoors and outdoors. n The inspector read completed questionnaires from parents and took their views into consideration. n The childminder and inspector held discussions throughout the inspection relating to the curriculum on offer and children's learning and progress. They evaluated activities together. n The inspector observed the childminder playing and talking with children. She considered the impact of these interactions on children's learning. n The inspector interacted with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

9 January 2020 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.

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Inspection activities

9 January 2020 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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