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 build close relationships with the childminder and enjoy her company. They show that they feel safe and comfortable in the welcoming and homely environment. Children move confidently around the home and independently select the toys they wish to play with. Children settle well. The childminder uses plenty of praise and encouragement to help to build their confidence and self-esteem. When children get upset, the childminder gently supports them with kind words and cuddles. Children's language development is supported as the childminder chats with children as they play and introduces new words. The childminder acts as a good role model and teaches children good manners. For example, she encourages children to say 'please' and 'thank you'. Children develop their mathematical awareness as the childminder uses mathematical language and encourages counting in everyday activities. For example, children count the spots on a large

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The provision is good

caterpillar poster on the wall and recite the numbers together. Children behave well. They play happily alongside their friends and learn to take turns and share. Children help to tidy up after finishing play activities and develop good social skills from a young age. This is demonstrated when children talk and interact confidently with others.

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need to do better?

n The childminder organises her home in a suitable way to allow children to move freely and safely around the available space. Children are free to make choices about their play, which improves their independence and self-confidence. n The childminder provides activities to help children learn and to persevere in order to succeed. For example, she encourages them to fit puzzle pieces together and gives clear explanations at a level that children understand. Children clap with delight when they succeed in completing the puzzle. n The childminder has developed positive partnerships with parents. She seeks input from parents in an annual questionnaire and provides them with regular updates on their child's progress. She will often suggest activities that families can do together, helping them to build on their children's learning at home. Parents comment that they are very happy with the care that their children

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need to do better?

receive. n The childminder gathers detailed information from parents when the children start at the setting. This, together with her own observations, enables her to plan activities to cover all areas of the curriculum. She also revisits learning from recent activities to plan appropriate next steps for each child. However, the childminder does not always differentiate planned activities well, to enable children of differing ages and abilities to engage to the same high level. n The childminder knows the children in her care well and understands how to progress their development. For example, she encourages children who are less

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need to do better?

12 December 2019 confident to learn new vocabulary. She recognises where children have gaps in their experiences and provides them with these. For example, she provides messy-play activities for children who do not have the opportunity to try these at home. n The childminder takes children on regular outings, including soft-play sessions, toddler groups and to the park. Children enjoy going on bug hunts in the woods. This helps children to develop confidence in larger social settings and gain a greater knowledge about the world they live in. n The childminder works well with other early years settings that children also attend. She shares photographs and next steps in learning. This helps to provide a consistent and complementary approach to children's learning. n The childminder regularly reflects on her own practice and identifies areas for development. For example, she is planning to consult with parents regarding the

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need to do better?

way she communicates children's progress, in order to make sure that she continues to meet their needs. n The childminder promotes healthy eating. She helps parents and children to begin to understand how they can make healthy eating choices. For instance, she has recently attended training on nutrition and provides advice and guidance about what makes a healthy packed lunch.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of her responsibility to safeguard children. She has attended training to develop her wider understanding of safeguarding matters, including knowledge of how to keep children safe online and the 'Prevent' duty. She has thorough policies and procedures in place that help her to promote children's safety. She has all relevant details for local safeguarding contacts. The childminder knows the procedures that she must follow to report any concerns about a child.

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should:

n develop the organisation of planned activities and the resources on offer to suit the differing needs of children of all ages and abilities.

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Setting details

Unique reference number EY424935 Local authority Hertfordshire Inspection number 10063628 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 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 23 November 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Abbots Langley. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2.

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Inspection activities

n The childminder showed the inspector the areas of her home used for childminding. n The inspector observed the childminder's teaching and discussed this with the childminder, to assess the impact of the childminder's teaching on children's learning. n The inspector looked at a sample of documents, including parental feedback, safeguarding procedures and evidence of suitability checks completed on those living in the childminder's home. n The inspector spoke to the childminder and the children at appropriate times during the inspection.

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Inspection activities

12 December 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

12 December 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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