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

The childminder provides children with a warm and welcoming environment. In response to the COVID-19 pandemic, the childminder has adapted her settling-in process. This helps children to feel safe in the childminder's care. Children form strong relationships with the childminder and the other children. Children enjoy dressing up. They choose the costumes they want to wear from the wide selection on offer. Children become independent. For instance, children cut up their own fruit at snack time. The childminder provides praise and reassurance as they do so. She talks to children about how to hold the knife safely.

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The provision is good

The youngest children enjoy activities that help them to develop their hand muscles. They concentrate as they open and close scissors, and use tools to roll and cut dough. Children happily talk to the childminder about their own experiences. For example, they recall what they did when they went on holiday. Children confidently interact with visitors, answering questions and demonstrating their knowledge. For instance, they talk about why they need to keep their sun hat on in sunny weather. Children learn to share and take turns. The childminder gives children clear instructions. This helps children to understand and follow the rules.

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need to do better?

n The childminder forms strong relationships with the families she works with. They work together to identify children's starting points and discuss what they want children to achieve. This helps the childminder to plan relevant and interesting activities. The childminder keeps parents regularly updated about their children's progress. She sends resources home with the children for them to use. This helps children to practise their skills at home. n Children make good progress in their learning. The childminder identifies gaps in children's development. For example, as a result of the COVID-19 pandemic, some children have not been exposed to larger groups of children. The childminder actively seeks out activities, such as a weekly music class. Children begin to explore the new environment, knowing that the childminder is close by. This helps children to become confident and sociable in preparation for starting

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need to do better?

school. n The childminder responds promptly to children's changing interests. For instance, children develop a real interest in butterflies. The childminder takes the children to visit the zoo, where they visit the butterfly house. She shares stories with the children relating to butterflies. The childminder also supports children with important life events, such as preparing for a new sibling. She provides relevant resources and supports children to understand what babies need. The childminder explains to children about how to move carefully around crawling babies at the local playgroup.

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need to do better?

18 October 2021 n The childminder demonstrates to children how to participate in imaginative play. She pretends to eat the food they prepare for her, talking to them about what they have made. Children use mathematical language accurately as they play. They talk about the bag they are carrying being 'full'. When they play with a toy shopping till, they ask for different sized coins. n The childminder is highly reflective about the provision she offers. She evaluates activities and considers how she can improve them further. She assesses her home to ensure that it is inclusive and accessible to everyone. She completes training courses and reads about how children learn and develop. This helps her to deepen her professional knowledge. The childminder regularly reviews her policies, ensuring that they are relevant to the families she works with. n Children eagerly take part in the activities on offer. They create 'pizzas' using

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need to do better?

dough. The childminder talks about the different colours of the dough, gently correcting children when they state the wrong colour. Children repeat the correct colour names back to the childminder. They remember this new information and recall it later in their play. The childminder talks to the children about what they are doing as they play. They willingly answer her questions. However, the childminder does not consistently help children to extend their learning and ideas further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities regarding keeping children safe in her care. The childminder regularly reviews her safeguarding knowledge and ensures that she keeps up to date with any changes to legislation. She completes regular training, including child protection training. She recognises the possible signs that a child may be at risk of exposure to extreme views or behaviour. The childminder knows who to contact if she has a concern about children's welfare.

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should:

n consistently support children to share their ideas and extend their learning even further.

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Setting details

Unique reference number EY552787 Local authority Hertfordshire Inspection number 10174067 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in St Albans. She operates all year round, from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family 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 provider and has taken that into account in their evaluation of the childminder. n The inspector reviewed written feedback from parents and took their views into consideration. n The inspector held discussions with the childminder throughout the inspection at appropriate times. n The inspector observed the childminder's interaction with children. The childminder and the inspector held discussions regarding the teaching that took place and the impact of this on children's learning. n The inspector reviewed relevant documentation, including qualification certificates, insurance documents and suitability documents.

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Inspection activities

18 October 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

18 October 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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