Childminder 129987

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

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The provision is good

The childminder creates a nurturing environment for young children. She understands that children learn in different ways and values their unique personalities. The childminder provides each child with individual time and attention. This supports their emotional well-being and helps them feel safe and secure in the setting. Parents appreciate the 'family feel' that the childminder provides and say they are confident that their children are well cared for.

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The provision is good

The childminder has high expectations for children's learning and development. She monitors the progress they are making and knows what they need to learn next. She plans activities and experiences that help children work towards important milestones for their age. The childminder helps children to develop their independence skills. She allows them to make decisions and values the choices that they make.

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The provision is good

Children listen to the childminder and behave well. They understand the rules and are keen to help others. For example, toddlers show kindness to younger babies by handing them their toys. Children show responsibility as they independently tidy up their toys when they have finished playing with them.

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need to do better?

n The childminder develops warm and caring relationships with children and their families. Children who are new to the setting quickly feel at ease. Babies arrive smiling and are very content in the childminder's home. They display their motivation and confidence as they move towards the toys that interest them. The childminder pays close attention to their needs, for example she quickly notices when they want to be picked up or when they are sleepy. n The childminder has developed a well-planned curriculum that builds on what children know and need to learn next across the seven areas of learning. Children are very interested in the different activities that are on offer. They are keen to play and have high levels of concentration for their age. They are very proud of their work and their own capabilities. For example, a child folds his arms and smiles with complete satisfaction at the block building he has been

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need to do better?

working on. Another child puts his drawings in a safe place to take home to show his family, proud of what he has made. The childminder recognises and praises children's achievements, which supports their confidence and self- esteem. n The childminder places a high priority on developing children's vocabulary. She helps them to learn new words as they play. For example, as children choose coloured pens, the childminder introduces new ways to describe colours, for example, 'That's purple or you could say mauve'. Children listen very carefully

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need to do better?

26 September 2019 and quickly use the new words that they hear. When asking children questions, the childminder gives children plenty of time to think. This supports children's confidence to communicate their ideas. The childminder uses every opportunity to support children's early mathematical skills. For example, she models shape names like semi-circle and builds counting into children's play. n The childminder manages the needs of different-aged children in her care effectively. She adapts her teaching to provide children with the appropriate level of challenge for their age. For example, she helps older children recognise the letters of the alphabet. All children are supported to develop their independence skills. For example, toddlers can put on their own socks and put the lids back on the pens. n The childminder supports children to develop healthy lifestyles by providing healthy food at snack time. She provides some opportunities for children to be

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need to do better?

physically active. For example, the childminder takes children on walks to the local shops and encourages movement during singing sessions. However, there are fewer opportunities for children to engage in a more extensive range of physically active play, to help them to be healthy and develop even more positive attitudes to exercise.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has effective procedures in place to help keep children safe from harm. She has completed safeguarding training and has a good knowledge of the potential signs and symptoms of abuse and neglect. She is familiar with the child protection procedures to follow if she has concerns about children's welfare. The childminder is a governor at a local school and has used the training she receives in this role to support her practice as a childminder. For example, she has attended additional training on the 'Prevent' duty guidance and understands how to help keep children safe from radicalisation.

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should:

n increase opportunities for children to be physically active, to help them to be healthy and develop positive attitudes to exercise.

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Setting details

Unique reference number 129987 Local authority Hertfordshire Inspection number 10059788 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 to 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 4 March 2015

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Information about this early years setting

The childminder registered in 1992 and lives in Borehamwood. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder walked around the childminder's home to understand how the early years provision and curriculum are organised. n The inspector spoke to parents and took account of their verbal and written feedback. n The inspector and childminder took part in joint observations of children at play to evaluate the learning taking place. n The inspector observed the daily routines and the interactions between the childminder and children. n The inspector looked at a sample of the childminder's documentation.

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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

26 September 2019 26 September 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.

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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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