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 Inadequate

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The provision is good

Children enjoy their time at the childminder's welcoming home. They demonstrate that they feel safe and secure with the childminder and are happy and confident in her care. Children settle well when they start with the childminder. They quickly form close attachments to her and seek her out to involve her in their play. Children's self-esteem and confidence grow as the childminder gently reassures them through praise and encouragement. She has appropriate expectations for children's learning and development. The childminder uses clear, positive language to encourage them to try new experiences. Children are learning to manage their feelings and behaviour. They play well together and are supported to share and take turns with toys.

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The provision is good

Children have access to a wide range of toys that match their interests and stages of development. They engage well in their play and show a positive attitude towards learning. Children are excited and have fun exploring the new play dough picnic set. Using their curiosity and concentration, they discover how different parts work. They develop their coordination and finger skills as they manipulate small tools and are proud of their achievement when they announce that they have made 'sausages'. Children's language skills are enhanced throughout the day, as the childminder appropriately explains and repeats new words to help them to understand the meaning.

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need to do better?

n The childminder places children at the centre of her day and supports their play well. She regularly observes children and has good knowledge of what they can do. The childminder provides children with challenging activities and encourages them to persevere. She gives clear instructions and demonstrations to help them to learn new skills. For example, she demonstrates how to safely use a child's knife so that they can independently peel an orange and separate the segments. n The childminder has a clear curriculum for each child. She uses their prior knowledge, interests and her observations to build on their learning through new and exciting experiences. n Children are offered a wide range of experiences to develop their knowledge and interest of the world around them. They use the equipment in the park and collect things from their walks in the woods to make pictures. This also helps children to practise and build on their physical skills.

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need to do better?

n Children enjoy plenty of fresh air and outdoor play during the day. They choose from a range of resources and activities in the childminder's outdoor area and become engrossed in their interests, such as water play and making bubbles. n The childminder meets with other childminders and liaises with them regularly to share ideas and good practice. She is aware that strengthening her knowledge

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need to do better?

16 August 2021 of how to identify and implement next steps in children's learning more effectively will improve how she supports their progress. n The childminder builds strong partnerships with parents. She communicates closely with them about their children's learning. Parents speak highly of the childminder and comment that she is thoughtful and caring. They appreciate the feedback given about their child's daily experiences and the support, advice and guidance she provides for them. n Children behave well and respond positively to the childminder's kind, caring and attentive manner. The childminder recognises when children are hungry, upset or tired, and sensitively manages their individual behaviours and needs. She ensures that children understand good hygiene routines, such as washing their hands to clean away germs and when to blow their nose. n Children are supported to develop their mathematical understanding.

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need to do better?

Throughout their play, the childminder encourages them to count items, recognise and describe different shapes. For example, at snack time, children count their pieces of fruit and talk about the size and shape of each piece. n The childminder provides children with a range of healthy snacks and home- cooked food throughout the day. However, she does not talk to the children about healthy eating, for example by explaining about fruit and vegetables and why it is good for them to eat these.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands her responsibilities to protect and safeguard children. She has a secure knowledge of the signs and symptoms that indicate a child may be at risk of harm. She knows what action to take should she be concerned about a child. She is confident about referring any concerns to the appropriate authority for investigation, and understands who to contact should an allegation be made against herself or family member. The childminder keeps her knowledge of safeguarding up to date through regular safeguarding training. She recognises the wider safeguarding issues, such as protecting children from extreme views and behaviours.

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should:

n support children to understand the importance of maintaining a healthy and nutritious diet.

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Setting details

Unique reference number EY265774 Local authority Hertfordshire Inspection number 10132234 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 9 Date of previous inspection 19 November 2019

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Information about this early years setting

The childminder registered in 2003 and lives in St Albans. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder 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 their evaluation of the setting. n The childminder and the inspector held a learning discussion together to understand how the curriculum is organised. n The childminder showed the inspector all areas of her premises and discussed how she ensures that they are safe and suitable. n The inspector observed the childminder interacting with children during an activity and reviewed this with the childminder. n Parents shared their views of the setting with the inspector. n The inspector reviewed a sample of the childminder's documentation, including her safeguarding policy.

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Inspection activities

16 August 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

16 August 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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