Childminder EY430827

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 demonstrate they feel secure and content in the childminder's care. They enjoy choosing which toys they want to play with and are learning how to share and play with their peers. The childminder is aware of what children's interests are and where they like to learn. For example, children who enjoy imaginative play spend time playing with play food. They warmly welcome visitors with pretend cups of tea. Other children are keen to be active and thrive when learning outside. They have ample opportunities, each day, to engage in active play in the garden or in local woods. Children are making good progress in their learning and are prepared well for their future education.

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The provision is good

Children are gaining good independence skills. The childminder has high expectations that they can do things for themselves. For example, children peel and chop fruit at snack times and have a good attempt of putting on their boots and shoes. The childminder helps children to consider how they can help each other, such as by asking them if they can find the younger children's shoes. Children are very helpful and happily carry out these tasks. The childminder teaches children how to think about the consequences of their behaviour on others. For example, she explains clearly how children might feel when the tower they are building is knocked down. Children are quick to apologise and give their friends a cuddle to make them feel better.

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need to do better?

n The childminder gains good information from parents on what children can already do when they start to attend her setting. She uses this and her own knowledge of children to tailor her care and teaching to each of their needs. The childminder identifies what children need to learn next. She shares this information with parents and other settings children attend. These strong partnerships promote continuity in children's learning. n Children build good relationships with the childminder. They seek her out for reassurance and cuddles. The childminder has clear boundaries in place. Children are learning how to use manners in their requests to her and to each other. n Children thoroughly enjoy being outside. They are highly active, for example as they chase balls around as they blow in the wind. Young children enjoying hiding in the playhouse and playing peekaboo with the childminder. Children show their

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need to do better?

developing understanding of the natural terrain. For example, they say it is 'bumpy' when they ride bicycles over grass and 'smooth' when they ride on the path. n Children enjoy singing and movement. They enthusiastically join in with actions and dancing. The childminder supports younger children to join in, for example

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need to do better?

11 February 2020 by offering her hands to them to pretend to row a boat. n Parents speak positively about the childminder. They state they have peace of mind that their children are safe and well cared for. Parents say that the childminder provides them with good information on how their children are learning and developing. n The childminder has recently completed a level 3 qualification. She talks about the positive impact this has had on her practice. The childminder continuously builds on her skills, through ongoing professional development. For example, she is seeking training to help her to understand how to incorporate mindfulness sessions into her practice. She feels this will have a positive impact on children's emotional well-being. n Overall, the childminder supports children well as they engage in activities, such as when they use dough. Children engage well in exploring, using their hands

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need to do better?

and tools. However, at times, the childminder bases her teaching on topics that children do not understand, such as Valentine's Day. At these times, she over questions children and this detracts their attention from their effective learning. n The childminder is aware of children's differing personalities and learning needs. However, at times, she allows some children to dominate her attention. This results in other children sometimes receiving less support from her.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to recognise and respond to any signs that children may be at risk of harm. She knows how to pass on concerns to the relevant agencies in her local area. The childminder undertakes regular training and research to keep her knowledge relevant and up to date. She has comprehensive policies and procedures in place which she implements to underpin her good practice. These are shared with parents to enable them to have a good understanding of the childminder's role and responsibilities.

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should:

n focus teaching during planned activities more precisely, in order to build children's learning on what they already know and can do n respond to the needs of the younger, quieter children more closely as they play and learn.

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Setting details

Unique reference number EY430827 Local authority Hertfordshire Inspection number 10127231 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 1 to 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 23 July 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Standon, Ware. She operates from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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Inspection activities

n The inspector looked at the areas of the childminder's home that she uses with children and discussed with her how she operates her practice. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with her. n A sample of policies and procedures was looked at by the inspector, including documents relating to safeguarding and complaints procedures. n The inspector discussed the needs of individual children with the childminder and talked with her about the progress they are making. n The inspector spoke to parents, and also took into account the written views of others, and discussed the childminder's reflections on her practice with her.

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Inspection activities

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

11 February 2020 11 February 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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