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 Not applicable

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The provision is good

Children take part in a warm-up with the childminder at the start of each day. The childminder sings with children and they join in with actions to help them identify colours, shapes and parts of their bodies. Children show high levels of concentration at their chosen activity. For example, older children work out how to set up staircases to different floors of a doll's house. Younger children fill and empty containers or post toy coins in a piggy bank. The childminder takes time to get to know each child well from the start. As a result, she knows how best to build on children's learning experiences. She provides suitable challenges to help children develop skills. For example, very young children access appropriate resources and use safe methods to practise walking. Older children learn to dress independently. They are well prepared for school. Children form secure and trusting relationships with the childminder. They demonstrate a strong sense of belonging. Babies crawl

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The provision is good

confidently and access toys further away. They occasionally glance back to check with the childminder. Older children express happiness as they confidently choose different toys. Children behave very well and respect each other. The childminder reinforces positive behaviour with regular and consistent praise and reward.

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need to do better?

n The childminder has created an environment that is inviting to children. She recently evaluated and then remodelled her indoor space. She created two separate areas where children can choose and easily use exciting activities and resources. One room is set up with tables for messy activities, such as painting and playing with dough. The other is for floor play. n The childminder knows and understands the early years foundation stage goals very well. She observes children constantly and forms an accurate picture of their development. She uses this to inform planning to fill gaps in children's learning. All children make good progress, including those with special educational needs and/or disabilities and those who speak English as a second language. The childminder and assistant plan activities together to ascertain a common understanding. n The childminder talks to children throughout the day, explaining whatever is

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need to do better?

going on within the setting. She constantly models clear speaking and knows when to repeat or extend what children say. She sings songs and melodies throughout the day. Babies watch her facial movements as she sings. They respond and make sounds that resemble talking. Older children listen and join in with rhymes and jingles. n Children develop precise muscle control in preparation for holding a pencil correctly for writing. For example, children enjoy handling a range of musical instruments, pressing keys and blowing trumpets. The childminder encourages children to listen attentively to all sounds, including sounds made by letters of

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need to do better?

13 January 2020 the alphabet. n Children choose from a range of fiction and non-fiction books. Babies enjoy handling tactile books and listening to 'scrunch' sounds triggered by different textures. Older children play with model animals and enjoy books about where the animals come from. n The childminder is meticulous in baby care. She works closely with parents at each stage. This includes encouraging children to meet their own personal needs and helping them as they become ready. Children learn to take rests when needed and to feed themselves using eating tools. Parents unanimously praise the service the childminder provides. They liken it to being part of a warm extended family. n Children get fresh air and exercise in the outdoor area and when on walks. They extend their physical skills and challenge themselves to play safely on larger equipment on visits to local play areas. The childminder teaches children to be

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need to do better?

aware of their own safety. She discusses reasons for boundaries to help children learn to keep safe. n The childminder rigorously evaluates her practice to ensure children enjoy rewarding and memorable experiences. Through working with professionals and trainers, the childminder has consistently improved her knowledge and understanding of how children learn. She recently attended training on teaching children outdoors in all weathers. She recognises that there is scope to enhance learning opportunities in the outdoor area for children who prefer to learn outside.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is well trained and knowledgeable about her role and responsibility relating to child protection issues and keeping children safe. She knows and understands signs of possible child abuse, neglect, or being drawn into extreme behaviours or ideas. She has a clear understanding of how to report concerns about a child's safety. Robust vetting procedures and ongoing checks ensure her assistant is suitable to work with children. The childminder ensures her assistant attends training with her to update their knowledge and understanding of how to keep children safe. All activities and routines are risk assessed to ensure children are safe.

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should:

n review the organisation of the outdoor learning environment to help those children who prefer to learn outdoors.

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Setting details

Unique reference number EY548834 Local authority Central Bedfordshire Inspection number 10133683 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 8 Total number of places 6 Number of children on roll 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder re-registered in 2019 in Arlesey, Bedfordshire. The childminder operates from 7am to 6pm, Monday to Thursday, for most of the year. She works with a part-time assistant. The childminder provides funded early education for two-, three- and four-year-old children. She holds a childcare qualification at level 3.

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Inspection activities

n The inspector viewed the areas in the childminder's home used by the children inside and outside. n At appropriate times throughout the inspection, the inspector spoke with the childminder and the children. n The inspector carried out an evaluation of an activity with the childminder. n The inspector checked a range of documentation, including policies and procedures, certificates and the suitability checks of the childminder and those who live in the household. n During the inspection, the inspector spoke to a selection of parents and took account of their views.

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Inspection activities

13 January 2020 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 January 2020 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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