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 enjoy spending time with the childminder, her co-childminder and her assistant. Children demonstrate secure attachments to them, showing that they feel safe in their care. Children have many opportunities to choose their activities and are content to play and explore. They watch with interest what happens when they spin wheels on toy cars with their fingers. The childminder's assistant extends children's learning as she shows them how the wheels enable the cars to move across the floor. At other times, children delight in watching bubbles being blown. They enjoy exploring how to say 'bubble' and joyfully repeat it many times. This helps to extend children's language development.

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The provision is good

Children benefit from regular active play. They have opportunities for climbing and enjoy walks in the extensive grounds. The children currently attending are young. They have a good understanding of the routines of the day. After lunch, children know to find their comforters as they prepare for sleeping. They settle extremely quickly and wake up refreshed and ready for learning. Children generally play independently or alongside each other. They are learning to interact and share with their peers. Children's behaviour is good.

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need to do better?

n During the COVID-19 (coronavirus) pandemic, the childminder has continued to care for children. She has a good understanding of where gaps in children's learning have emerged, especially around their social development. The childminder has ensured that children have been very well supported by their key persons. She reports that gaps in children's learning have quickly closed. Children demonstrate that they feel secure and happy in the setting. n Children enjoy using paint. They are learning how to make marks and use tools for a purpose. The childminder's assistant introduces children to number as she counts how many marks they make with printing tools. Children have interrupted time to explore, for example how paint feels on their hands. They spend time watching colours mix together. These opportunities help children to develop their imaginations and creativity. n Parents speak positively about the childminder. They say their children are very

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need to do better?

happy and love to attend. Parents say children are making good progress, especially with their communication and language skills. n Through discussion, the childminder explains how she prepares children for moving on to school. She encourages them to develop strong independence skills and to do things for themselves, such as dressing. The childminder understands the importance of children developing pre-reading and writing skills. For example, the enjoyment of sharing stories and developing pencil control. n The childminder has good arrangements in place for monitoring the practice of

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need to do better?

28 September 2021 her assistants. She regularly observes them as they lead activities and gives feedback at supervision meetings. Assistants talk positively about the childminder and her co-childminder. They feel very well supported in their roles. n The childminder and co-childminder regularly reflect on their practice and look for ways they can improve. Recent training has helped them to reflect on the many ways they can use the wonderful outdoor area. The childminder seeks the views of parents and embeds their ideas into practice. A simple addition of a white board outside enables information about meals to be shared. Parents report how much they appreciate this. n Parents meet with the childminder when they first enrol their children at the setting. They share information about their children, such as their routines, sleep times and medical information. This helps children to quickly settle and feel

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need to do better?

secure. However, the childminder does not ask parents for sufficient information about what children already know, can do and understand. Consequently, she is not always able to identify and build on their individual learning needs right from the start.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role to keep children safe. She keeps up to date with changes in child protection legislation by completing mandatory training. The childminder and her assistants have a good understanding of the signs that may indicate concerns about children's welfare, including abuse and extremism. She knows the procedures to follow to report any concerns of this nature. The childminder holds contact details for the relevant agencies in her local area. This enables her to take swift and appropriate action to keep children safe from harm.

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should:

n gather more information from parents when children are first enrolled, to help swiftly identify and build on the skills they already have.

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Setting details

Unique reference number EY549337 Local authority Hertfordshire Inspection number 10145994 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Bushy Heath, Hertfordshire. She operates Monday to Thursday, from 1pm to 5pm, all year round, apart from family holidays and bank holidays. The childminder works with a co-childminder and employs three assistants on a part-time basis. She holds a relevant qualification at level 2.

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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 her and has taken that into account in her evaluation of the childminder. n The inspector and the childminder looked at the areas of her home that she uses with children and discussed how she operates her practice. n The inspector observed the childminder and her assistant joining in activities with children. Together, they discussed the learning that was taking place. n A sample of policies and procedures was looked at by the inspector, which included documents relating to safeguarding and complaints. n The inspector discussed the needs of individual children with the childminder and talked with her about the progress they are making. n The inspector took into account the views of parents and discussed the childminder's reflections of her practice with her.

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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

28 September 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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