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 have warm and affectionate bonds with the caring childminder and her assistant, and are happy and relaxed in their care. Children turn to the childminder for a reassuring cuddle when they are tired. They are independent and respond positively to the childminder's high expectations. Children know to place their water bottles on the table when they have finished drinking and serve themselves lunch. They show a good sense of responsibility and are developing an understanding of how to keep themselves safe. Children help the assistant to connect large foam puzzle pieces together to create a mat, to prevent a slide from slipping on the ground.

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The provision is good

Children immerse themselves in their imagination. They use small tools to scoop up soil and bark and pretend to cook cakes in the mud kitchen. Children have a strong exploratory nature. They discover different sounds as they gently jingle the bells on a hanging mobile. Children thoroughly enjoy playing with water, and sing to themselves while doing so. They use different sized containers to transfer water from one container to an other. Children learn that a large, full container of water does not fit in a small bowl.

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need to do better?

n The childminder and her assistant are positive role models and consistently support children's emotional well-being. Both place a strong focus on building children's social skills to help support their good behaviour, kindness and respect for one another. Their gentle prompts remind children to use good manners. The childminder provides children with time to solve problems to help them to test out their own ideas. For instance, they work out that they need to position a fishing rod with a magnet on the end of the line close to the magnetic wooden fish to be able to pick them up. n The childminder takes children on regular outings that provide them with opportunities to learn about the wider world. For example, they regularly visit a wildlife park where children enjoy learning about how animals move and their natural habitat. Walks in the local woodland help children to build on their understanding of how the trees change through the seasons.

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need to do better?

n The childminder regularly reflects on her practice and the service she offers. She obtains the views of her assistant, parents, children and other childminders. The childminder is fully committed to making improvements across her provision to raise standards. For example, she is currently exploring ways to enable children to independently access a wider range of resources outdoors. The childminder is keen to continue to improve her ongoing professional development. Recent training has increased her understanding of how to embed children's mathematical knowledge through their play. She shares what she learns with her

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need to do better?

9 June 2021 assistant, who also benefits from informal supervision meetings. n The childminder helps children to develop good listening skills and she extends their range of vocabulary. She is enthusiastic and uses good intonation in her voice as she reads familiar stories to them. Children confidently join in with well- known phrases. The childminder introduces children to new words in context, such as 'cocoon'. n Children develop the small muscles in their hands as they use paintbrushes to spread paint on prepared lengths of empty egg box cartons to represent a caterpillar. However, the childminder does not always respond to ideas that children have about completing adult-led activities in their own way and is focused on the finished article. n The childminder builds secure relationships with parents and provides them with ideas of how they can help to support their child's good progress. Parents appreciate the 'home-from-home' environment the childminder creates and

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need to do better?

describe her as 'friendly' and 'professional'. However, the initial information that the childminder obtains from parents about what their children know and can do is not always sharply focused to fully support her early identification of children's precise learning needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have an up-to-date knowledge and understanding of child protection and safeguarding procedures. They are able to identify possible indicators of abuse and know what to do if they have a concern about children in their care. The childminder conducts thorough risk assessments of her home prior to children arriving and before taking them on outings. She has a comprehensive range of policies to underpin her good practice and promote children's safety and welfare. The childminder ensures that children are protected from the harmful rays of the sun.

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should:

n explore ways to gather more precise information from parents when children start, to help build on what children already know and can do from the outset n enhance opportunities for children to develop their creativity, building on their own ideas and ways of doing things.

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Setting details

Unique reference number EY552789 Local authority Hertfordshire Inspection number 10174077 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 12 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Hoddesdon. She works with an assistant, who is her daughter. The childminder operates from 7.30am until 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. She holds a relevant childcare qualification at level 3 and receives funded early education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. 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 held a number of discussions with the childminder and her assistant at appropriate times during the inspection. She looked at relevant documentation and evidence of the suitability of the assistant and persons living in the household. n Children played 'peek-a-boo' with the inspector and invited her to join in their play. The inspector completed a joint evaluation of an activity with the childminder. n The inspector took account of the views of parents through written feedback provided and discussed with the childminder how she reflects on the service she

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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

9 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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