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

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The provision is good

Children demonstrate they feel secure and content in the childminder's care. They enjoy spending time in the playroom where they can choose which toys they want to play with. The childminder is aware of the children's interests and plans inspiring activities that appeal to them. For example, she provides a farm landscape, with toy animals, farm buildings and hay, which children are excited to explore.

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The provision is good

The childminder is aware that the children she cares for enjoy being outside. She carefully checks her garden each day to make sure there are no hazards to children. The childminder thinks carefully of how to best support children's developing skills while they spend time in the garden. She talks about how blowing bubbles helps to develop the muscles they need for talking. Children practise using their developing physical skills. They use chalk for mark making and dig in sand.

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The provision is good

The childminder takes time to reflect on her practice and identify areas to improve. She has transformed what was a garden shed into an appealing playroom. The childminder talks about the positive impact this has had on children's learning. For example, they have a wider selection of resources and activities to choose from.

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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. n The childminder teaches children well through her interactions with them. She introduces children to numbers by helping them to count how many beans they put in a shaker they are making. The childminder provides opportunities for children to see written numerals, for example during hopscotch games outside. n Children enjoy singing, movement and dancing. The childminder helps children choose animal finger puppets that they can link to songs. Children enthusiastically join in with actions and movement. n Children show their developing skills in using technology. For example, they know to press buttons on a toy farm to make the animal noises. n The childminder works closely with parents. She discusses issues around

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need to do better?

children's sleeping arrangements and shares ideas of how to support children who find it hard to settle themselves. For example, the childminder suggests they play soothing music. This has a positive impact on children's ability to sleep peacefully. n The childminder supports children who speak English as an additional language to make good progress, both in English and in their home language. For example, she is confident in both speaking and writing in children's home languages. She also has text displayed so that children can see the differences

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need to do better?

20 November 2019 in written words. n Children show their developing understanding of the procedures the childminder has to keep them safe. For example, they point to a whistle and say 'fire'. The childminder praises them for their good remembering. Children therefore know that if the childminder blows the whistle they must leave the house. n Parents speak positively about the childminder. They state they have peace of mind that their children are safe and well cared for when in her care. Parents say the childminder provides them with good information on how children are learning and developing. n The childminder has a comprehensive training log. She talks about the positive impact professional development has on her practice and teaching skills. For example, she now has a deeper understanding of the benefits to children when she works closely with parents to support learning at home. n The childminder is very enthusiastic in her interactions with children and they

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need to do better?

play well with her. However, at times, the childminder's eagerness has an impact on young children's engagement in learning. For example, she often encourages them to change activities when they are happily engaged in independent play and exploration.

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 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 is aware that most of the children she cares for live in a different borough. With this is mind, she also gains information on safeguarding procedures within these areas. This enables her to have an excellent understanding of how to respond to any concerns. The childminder undertakes regular training and research to keep her knowledge relevant and up to date.

p.3

should:

n provide children with more uninterrupted time to engage freely with their play to enhance their learning to the highest possible levels.

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Setting details

Unique reference number EY475001 Local authority Hertfordshire Inspection number 10075744 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 10 Total number of places 6 Number of children on roll 4 Date of previous inspection 13 July 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Watford. She operates from 8am until 6pm on Monday to Friday, all year round, except for bank holidays and family holidays.

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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 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 The inspector looked at a sample of policies and procedures, which included 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 took into account the written views of parents 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

20 November 2019 20 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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