Childminder in Hertfordshire

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 develop their vocabulary well and they learn new words rapidly. For instance, the childminder talks to them about how objects 'float' in the water. This also enhances children's mathematical development. Children confidently explore what happens when they fill and empty watering cans outside. They complete tasks independently, such as filling the watering can using the hose, which helps them to develop their hand-to-eye coordination further.

p.2

The provision is good

Children enjoy singing songs and rhymes. They confidently sing the words to familiar songs and complete the repeated phrases without hesitation. They join in with actions eagerly. The childminder offers them a choice in the songs they sing, as well as their wider play experiences. This helps to keep them motivated as they learn.

p.2

The provision is good

Children form strong bonds with the childminder, his co-childminder and other members of the household. This helps children to feel safe and secure. They laugh and smile at the childminder's interactions. The childminder knows the children well and provides them with opportunities to learn based on their interests. For instance, he offers them a range of different vehicles to support their interest in transport.

p.2

need to do better?

n Children are inquisitive, independent learners. The childminder recognises the importance of allowing children to process questions before expecting a response. For instance, he asks them about the ice creams they are pretending to make and gives them time to answer. The childminder uses questioning effectively to encourage children to build on the information they share even further. n Parents speak highly of the childminder. They feel that their children are provided with plenty of care and attention. The childminder gives parents ideas for activities to help them guide their children's learning at home. The childminder has worked hard to devise effective ways of communicating with parents, regarding their children's progress. The parents say they enjoy reading the daily feedback sheets that the childminder completes. n Children are provided with a comfortable and homely learning environment. They readily choose where they want to sit, such as in the cosy corner for

p.2

need to do better?

singing songs. The childminder follows children's lead and interacts positively. For instance, he joins them on the floor as they play with the cars. He engages children in conversation as they play and provides a narrative for their games. This supports children's communication and language development effectively. n The childminder recognises the importance of continuing to develop his

p.2

need to do better?

4 October 2019 professional knowledge further. He completes relevant training to support the children with their learning and development. The childminder incorporates relevant knowledge that he gains from other roles into his practice. For instance, he reflects on experiences and information gained from his voluntary role at another setting. n The childminder supports children's knowledge of good hygiene practices well. He talks to them as they wash their hands and they carefully follow his guidance. The childminder shows children pictures of the different stages of handwashing as they stand at the sink. This helps children to understand how it contributes to their good health. The childminder teaches children about the importance of eating a healthy diet. For example, he sings songs about eating fruit during snack time. n Children enjoy plenty of opportunities to develop their physical skills. They strengthen their hand muscles as they play. For example, they squeeze the

p.2

need to do better?

handle on the hose and keenly scoop and move mud in the garden, using tools appropriately. n Children interact positively with the adults around them. However, the childminder does not help children consistently to develop their understanding of how to share and take turns appropriately.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a sound understanding of how to keep children safe in his care. He is aware of the arrangements for reporting concerns regarding children's welfare. The childminder has a strong awareness of the potential signs of abuse or neglect. He understands how to identify children who may be at risk of being exposed to extreme views or behaviour. The childminder ensures that he keeps his safeguarding knowledge up to date. He completes relevant training to support him to do this successfully.

p.3

should:

n provide children with even more opportunities to build on their sharing and turn- taking skills so that they can develop their positive social interactions with other children even further.

p.3

Setting details

Unique reference number EY381948 Local authority Hertfordshire Inspection number 10074164 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 6 Number of children on roll 1 Date of previous inspection 11 January 2016

p.4

Information about this early years setting

The childminder registered in 2008. He lives in Radlett, Hertfordshire and works with a co-childminder. He operates from 8am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector had a tour of the areas of the premises used for childminding. n The inspector held discussions with parents and read written references. She took their views and opinions into consideration. n The inspector observed the childminder's teaching and interactions with children. She discussed this teaching with the childminder and considered the impact of this on children's learning. n The inspector interacted with the childminder, his co-childminder and children at appropriate times throughout the inspection.

p.4

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.

p.4

Inspection activities

4 October 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.4

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.5

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.5

Inspection activities

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

p.5

Inspection activities

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

p.5