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 settle with ease in the childminder's care. They demonstrate secure attachments to her and happily invite visitors to join in their play. Children demonstrate exemplary behaviour. They are keen to help with daily tasks and are kind and considerate to the childminder and to each other. For example, children readily help to prepare the table for snack time and toddlers know how to tidy away the toys.

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The provision is good

Children thoroughly enjoy learning about the world. The childminder quickly identifies topics that they are interested in. For example, children's interest in sea creatures is ignited through completing a puzzle. This leads to art activities where children make pictures of sea creatures. They are proud to show off their display and confidently talk about how they contributed to it.

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The provision is good

Children have opportunities to explore different temperatures of water. The childminder adds ice to one bowl and warm water to another. Children are able to compare and contrast and talk about what creatures would thrive in the different water temperatures. At the same time, toddlers enjoy sensory experiences. For example, they spend time filling and emptying containers and watching what happens when they hold ice in their hands.

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need to do better?

n The childminder uses storybooks with props, based on themes that are of interest to children. The props help children to retell stories and children show a very good understanding of the sequence of events. The childminder is mindful of involving toddlers and asks them specific questions. They show their developing understanding by pointing to the pictures. n The childminder gains useful information from parents on what children can already do when they start at her setting. She successfully interweaves what children need to learn next in exciting and challenging activities. The childminder's overall effective teaching helps children to build their skills and knowledge to support their future learning. Parents are consistently encouraged to contribute information about their children's learning and development at home. n Children make good progress, especially with their speech and language development. The childminder provides a language-rich environment, with

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need to do better?

numerous opportunities for children to build on their wide vocabulary. Children use good descriptive words, such as 'freezing' to describe ice. The childminder models language to toddlers as she uses clear words and signs to help them to understand. n The childminder helps children to understand the importance of healthy

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need to do better?

8 June 2021 lifestyles. Children benefit from a lot of time spent outdoors. In the garden, they have opportunities for climbing and using bats and balls. At other times, they enjoy walks in the local community. Children are very keen to reuse water that they have finished playing with to water their growing vegetables. They enjoy tasting some of their produce, such as chives. n The childminder sensitively uses stories to help children to develop respect for others. For example, she asks them to think how the characters feel when others are not being kind to them. Children talk about them feeling sad. The childminder reminds children of these feelings on the rare occasions that a squabble occurs. n Parents speak positively about the childminder. For example, they state that she provides an environment where children feel happy and safe and have fun. Parents feel that the childminder has implemented effective procedures under

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need to do better?

the COVID-19 (coronavirus) guidelines. This gives them confidence that their children are safe in her care. n The childminder continually identifies where she can develop and improve on her teaching, knowledge and skills. She undertakes training and professional development that is tailored to her setting. For example, training on schemas is helping her to develop her knowledge on the different patterns of play that children are working through. n Children are highly motivated to learn and hold consistently high levels of conversation. They thoroughly enjoy each other's company. However, at times, the childminder interrupts their play and interactions by asking them questions linked to colour, shape or number, which are not relevant to their activity.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding matters, including those relating to extreme beliefs and views. She knows the procedures to follow if she has concerns about a child's welfare or another adult's behaviour. The childminder knows and understands her responsibilities in order to protect children. She has comprehensive policies and procedures that she uses to support her good practice. The childminder works hard to keep abreast of the wider safeguarding remits through training and undertaking her own research.

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should:

n provide children with more uninterrupted time to concentrate and enjoy their high-quality independent play.

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Setting details

Unique reference number EY545162 Local authority Hertfordshire Inspection number 10174042 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 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 2017. She lives in Berkhamstead, Hertfordshire. She operates her childminding service from Monday to Friday, 8.30am to 6pm, all year round, except for family and bank holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk of the childminder's home, which included all areas used by the children. The inspector discussed with the childminder how she organises her setting. n The inspector observed the childminder joining in activities with children and discussed the learning that was taking place. n A sample of policies and procedures were reviewed by the inspector, which included documents relating to safeguarding, complaints and the suitability of household members. n The inspector took the views of parents into account in her evaluations of the childminder.

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Inspection activities

8 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

8 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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