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 are happy and confident individuals in the childminder's care. They show that they feel safe and secure. Children smile and laugh in response to the childminder's warm interactions. The childminder skilfully adapts her teaching to further develop children's mathematical skills. They learn that individual numerals, such as a two and a five, when put together become another number, such as 25, and they estimate how many toy sea creatures are in a group. Children concentrate on activities for long periods of time. They play card games and understand the rules. Children are creative and have clear ideas of what they would like to do. They carefully position small coloured beads onto a grid to create a pattern.

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The provision is good

Children have a deep love of books. They choose from a wide selection that captures their interest. Children's early literacy skills are developing well. They know the initial sounds of some words. The childminder makes children's favourite books come alive. For example, she encourages children to make decisions about how they would like the story to flow from the pictures they see on the pages. Children use the internet, under the close supervision of the childminder, to find out information. They discover what frogs like to eat and how they use their tongues to do this.

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need to do better?

n The childminder understands how children learn. She knows the children she cares for well and adapts her teaching to support their individual interests. She embraces children's curiosity of the weather. For example, they make an umbrella, listen to the raindrops falling and splash in puddles. n The childminder is a positive role model. She consistently places a strong focus on building children's social skills to help support their good behaviour, kindness and respect for one another. Children use good manners, and they have a very positive can-do attitude to their learning. For instance, they persevere to place a fishing rod with a magnet on the end of the line in the precise position to pick up magnetic wooden fish. n The childminder supports children to lead a healthy lifestyle. They independently follow a good hygiene routine and know why they need to wash their hands after using the toilet and before eating. The childminder encourages children to

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need to do better?

be physically active, and they learn how to assess and manage risks. For example, they know that they need space around them as they spin a hoola- hoop around their waist. n The childminder places a strong emphasis on promoting children's language skills. For example, she introduces them to new words, such as 'seahorse' and 'igloo'. Her genuine praise for children's achievements motivates them to use

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need to do better?

7 June 2021 new words in complex sentences. n The childminder makes the most of the local area to help children to learn about the wider world. Regular walks in the community with the childminder provide children with opportunities to learn about similarities and differences between themselves and others. Children thoroughly enjoy playing with others at the local splash park and feeding the ducks together. n The childminder keeps parents fully informed of their child's progress and of ideas of how to support their child's learning at home. She regularly obtains the views of parents to help her to reflect on her practice. Parents are very complimentary of the service that the childminder provides. They describe the childminder as 'bubbly' and 'enthusiastic', and they feel that she is an extension of their own family. However, the initial information about children's learning that the childminder obtains from parents is not always sharply focused to fully

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need to do better?

support her early identification of children's precise learning needs. n The childminder is aware of the need to form positive working relationships with key staff at other settings that children attend. She gathers information about what children are learning at other settings from parents and incorporates this within her flexible planning. However, the childminder does not share precise information about children's ongoing achievements with key staff from other settings that they attend to fully support continuity in children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good knowledge and understanding of how to protect the children in her care. She completes regular safeguarding training to ensure that she has a clear understanding of wider safeguarding issues. The childminder knows the procedure to follow and the professionals to contact if she has concerns. She ensures that children are protected from the harmful rays of the sun. Robust procedures are in place to prevent visitors and older children she cares for using their mobile phone in her home.

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should:

n gather more detailed information from parents when children start at the setting to help plan more precisely, based on what children already know and can do n strengthen professional partnerships with other settings that children attend to consistently promote children's learning.

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Setting details

Unique reference number EY551683 Local authority Hertfordshire Inspection number 10173987 Type of provision Childminder

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Registers

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

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inspection

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 registered in 2017 and lives in Hitchin. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a relevant childcare qualification at level 3. She provides funded early education for three- and four-year-old children.

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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 provider and has taken that into account in her evaluation of the provider. n The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. She took account of the views of parents through written feedback provided, and she discussed with the childminder how she reflects on the service she provides.

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Inspection activities

7 June 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

7 June 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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