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 benefit from attending the childminder's setting and appear happy in her care. Children and their families received effective support during the COVID-19 (coronavirus) pandemic. The childminder kept in contact when children could not attend the setting. This helped them to settle in quickly when they returned. Children rely on the childminder when they feel unsure and shy. They turn to her for reassurance which is willingly provided and helps children to feel secure.

p.2

The provision is good

Children's early learning builds on what they know and can do. The childminder uses her observations and assessments to help her decide what children can learn next and how she might teach them. Children enjoy involving the childminder in their play. They readily welcome her when she joins in with the activities they choose. Children eagerly show the childminder the cars they are running along the shelf and repeat the words she uses to describe the different vehicles that they show her.

p.2

The provision is good

The childminder shows respect for children's interests and ideas. Children confidently express their needs and the childminder listens attentively. Children are able to take charge and make decisions for themselves with the support of the childminder. Outside in the garden, children organise a game of kicking the ball to one another in their play and involve the childminder in their play.

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need to do better?

n The childminder places a strong emphasis on helping children to be effective communicators. She provides children with lots of opportunities for hearing new words and for using these words in their play. Children show that they remember what they have heard. They take great delight in recalling new vocabulary and telling everyone present. n Children enjoy thoughtfully planned experiences that help them build their skills and explore new concepts and resources. They take pleasure in making marks in flour, scooping, sifting and pouring. They show that their hand muscles are developing as they use the equipment with increasing dexterity. n The childminder supports children's introduction to mathematics by introducing appropriate language. She helps them to begin to count in sequence and to compare the size of similar objects. n The childminder understands the social skills necessary to help children to

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need to do better?

succeed in a group setting. Children learn how to share and take turns. They pass items to others, making sure everyone has a turn. The childminder helps children to develop good levels of concentration and she recognises what is realistic for their age. n The childminder helps children to become confident with practical skills, such as

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need to do better?

19 May 2021 managing their own clothes and shoes. She sensitively supports young children by holding their coat so they can put their arms in the sleeves. She explains that this is the first stage and will eventually lead to children being able to do the task completely independently. n The childminder considers the needs of each child when she plans activities and experiences. She clearly sets out what she wants each child to learn and tries to tailor her teaching accordingly. This is, generally, successful. However, there are times when the childminder's teaching is less effective. For example, she uses the names of letters and does not help children to understand the sounds they represent. n Children have good opportunities for active play. They move well and show their good coordination as they run in the garden, climb the steps to the slide and to the back door. n Parents are very satisfied with the care provided for their children. They say that

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need to do better?

children enjoy attending the childminder's setting. Communication is, generally, very effective, and parents easily explain aspects of their child's development that the childminder has successfully promoted. However, the childminder has not fully planned for the way in which she will work in partnership with other settings children attend when she will not be taking or collecting them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of the possible signs that children may be at risk of harm. She understands the procedures for recording and reporting concerns to the relevant agency. The childminder understands the need to listen to what children say and to observe changes in their behaviour that may indicate a risk to their well- being. The childminder keeps up to date with current practice by completing regular training. She recognises the potential risks to children and others of extreme views.

p.3

should:

n find out how to help children to learn about letters and the sounds they represent, to further extend their early literacy skills and help to prepare them for their future learning n explore ways to establish an effective professional partnership with other settings children attend.

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Setting details

Unique reference number EY560671 Local authority Hertfordshire Inspection number 10190544 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Welwyn Garden City. She operates Monday to Friday, from 7.30am until 5pm, all year round except for bank holidays and family holidays. The childminder has an appropriate early years qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in the evaluation of the setting. n The childminder and the inspector discussed how the provision for children's learning is organised. The inspector observed activities indoors and outside. n The childminder and the inspector discussed a planned activity and the impact this had on children's learning. n The inspector spoke to parents who use the setting and considered their views. The inspector spoke with children at appropriate times during the inspection. n The inspector reviewed evidence of the suitability of household members.

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Inspection activities

19 May 2021 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

19 May 2021 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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