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 demonstrate strong attachments to the childminder. They often reach out to her for reassurance and cuddles. The childminder and children have fun together and laughter is often heard. Children play together very well and their behaviour is good. They show a good understanding of how to share and take turns. The childminder sets children suitable challenges as they play. For example, when they consistently build a tower with six pots, she asks them to try and do this to seven. Children are pleased when they succeed.

p.2

The provision is good

The childminder understands how physical activity and fresh air benefit children's health and well-being. She is passionate about providing many outdoor experiences for children. For example, they visit zoos and farms, which children thoroughly enjoy. The childminder is aware of children's interests, such as dinosaurs. They enjoy playing with toy dinosaurs in the childminder's home and visiting life-sized dinosaur exhibitions at wildlife parks.

p.2

The provision is good

The childminder helps children to understand how to keep themselves safe. For example, she talks to them about using tools safely as they play with dough. Children listen to and respond positively to the childminder. For example, they engage in tidying away toys before moving on to the next activity, when the childminder asks them to.

p.2

need to do better?

n The childminder gains useful information from parents when children start to attend her setting. This helps her to know what skills children already have. The childminder plans activities based on children's next steps in learning. This helps them to make good progress. n Children engage well in play and planned activities and demonstrate their developing skills. For example, they show good hand-to-eye coordination as they carefully use tools when playing with dough. n Overall, the childminder teaches children well through her interactions with them as they play. For example, she tells children the names of shapes as they use cutters and encourages them to count how many they have. This promotes children's mathematical development effectively. n The childminder provides children with healthy food and talks to them about good hygiene practices. Children show their developing understanding as they talk about how they need to get their hands clean before they eat snack.

p.2

need to do better?

n Children often choose to sit at the kitchen table with each other and the childminder. They show good communication and language skills. For example, children engage well in social conversations with each other and with the childminder.

p.2

need to do better?

13 November 2019 n The childminder is aware of children's interests and makes sure they have favourite toys and resources freely available to them. Children especially enjoy the play kitchen, where they spend time pretending to make meals. They show their developing understanding of how things work, for example by making noises as they press buttons on a toy microwave. n Children use pencils skilfully to make marks and colour in pictures. They give meanings to the marks they make, for example they talk about features on sea creatures. Children gain information from pictures and talk about different emotions that they feel are portrayed. n Parents speak positively about the childminder. They say their children are happy and enjoy the many outings she takes them on. Parents say the childminder keeps them up to date on how children are learning and developing. This helps them to support their children's learning at home.

p.2

need to do better?

n The childminder has a good support network with other childminders. She talks about this being important for her ongoing professional development. The childminder uses training courses and research to extend her knowledge and teaching skills. n Children are beginning to show an interest in letters, for example when using letter-shaped dough cutters. However, the childminder does not consistently support them to hear the sounds that letters make, in order to support their future reading skills. n The childminder talks about how she supports children to be ready to move on to school or nursery. However, when children attend other settings, she is not always proactive in sharing their ongoing development with their key person.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to recognise and respond to any signs of abuse or extremist behaviour. She is aware of how to pass on concerns to the relevant agencies in the local area. The childminder regularly undertakes safeguarding training. She updates her policies and procedures in line with new knowledge and understanding that she gains. The childminder makes sure all eligible household members have suitability checks carried out.

p.3

should:

n provide more opportunities for children to hear letter sounds, in order to support their future learning n develop closer relationships with key persons at other settings children attend, to promote more continuity in children's learning.

p.3

Setting details

Unique reference number EY356597 Local authority Hertfordshire Inspection number 10073931 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 8 Date of previous inspection 8 June 2016

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Welwyn Garden City. She operates Monday to Friday from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector looked at the areas of the childminder's home that she uses for the care of children and discussed 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, which included documents relating to safeguarding and suitability checks. 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 took into account the written views of parents and discussed the childminder's reflections of her practice with her.

p.4

Inspection activities

13 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.

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Inspection activities

13 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.

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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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