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 secure attachments to the childminder. They are happy and settled in her care. Children are highly confident and demonstrate strong social skills. For example, they welcome visitors and chat to them about what they are doing. Young children quickly learn to complete tasks independently. They also know when they need support and readily ask the childminder for help. Older children demonstrate high-level problem-solving skills. For example, they accurately divide sorting buttons into two piles when the childminder asks them to share. This cooperative play leads to highly contented children, who behave well.

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The provision is good

The childminder plans activities based on children's interests, focusing on what she identifies children need to learn next. For example, children have a keen interest in books about Elmer the Elephant. The childminder provides many activities based on colour, such as sorting and painting. She skilfully adjusts her teaching methods according to children's learning needs. For example, when children are painting, the childminder give younger children time to explore. She uses good questioning with older children to challenge their thinking skills. For instance, she asks them what colours they think will emerge when paints are mixed together. This good teaching contributes to the excellent progress children are making.

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need to do better?

n Children have secure routines and have a good understanding of the childminder's expectations. For example, they know that they need to wash their hands before eating and how to sit at the table. The childminder is aware of how children's needs change and adjusts her routines to make sure children are happy. For example, when children show they are tired, she brings lunchtime forward so they can eat before they sleep. n The childminder builds effective partnerships with other settings children attend. She regularly discusses children's development with their key persons. The childminder takes note of what children are learning about and provides activities based on the same themes. This helps to complement children's learning. n Children are making at least good progress. They demonstrate high-level skills in their literary development. For example, children can recognise letters and blend sounds together to make words. All children have a keen interest in books. The

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need to do better?

childminder carefully chooses books that build on children's experiences or that they are interested in. This results in sustained book sharing and in-depth conversations. n Children are developing strong physical skills. They practise using their fingers as they pick up buttons and pom-poms with tweezers. The childminder takes children on many outings. For example, they go for walks in woods or visit

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need to do better?

17 February 2020 parks. This exercise helps to strengthen children's muscles and promotes their all-round health and well-being. n Parents speak positively about the childminder. They say that they have a good understanding of their children's learning and development. Parents say that the childminder gets to know children very well and that their children often want to attend at weekends. n Children have excellent communication and language skills. Young children are able to make their needs known through using simple sentences. Older children express their thoughts and ideas very well. The childminder helps children to have fun with language, for example by encouraging them to try tongue-twister rhymes. n The childminder meets regularly with other childminders and their children. She says that this promotes children's social development as they widen their friendship groups. The childminder feels that her networking with other

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need to do better?

childminders is crucial to her ongoing development and that their positive friendships promote her well-being. n The childminder reflects on her practice and looks for ways she can develop her teaching skills. She undertakes relevant research and training, which has a positive impact on her practice. The childminder is currently reflecting on ways she can further challenge children, who are already making excellent progress. n The childminder makes secure, accurate assessments of children's development. She mostly looks for any emerging gaps in their learning and quickly finds ways to close these, through her effective teaching. However, this is not always consistent over all aspects of learning. For example, there are gaps in older children's technology learning and the childminder has not considered how these can be closed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to recognise and respond to any signs that children may be at risk of harm or extremist behaviour. She knows how to pass on concerns to the relevant agencies. The childminder talks about the importance of undertaking training in her local area. She feels that this helps her to know about any issues in and around her local community so she can be extra vigilant in safeguarding children. The childminder has secure policies and procedures in place that she uses to support her good practice.

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should:

n find effective, age-appropriate ways to close gaps in older children's technology development.

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Setting details

Unique reference number EY401163 Local authority Hertfordshire Inspection number 10070406 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 27 April 2015

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Information about this early years setting

The childminder registered in 2009 and lives in St Albans. She operates Monday to Wednesday from 8am to 6pm 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 A sample of policies and procedures was looked at by the inspector, including 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

17 February 2020 17 February 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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