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 feel safe and secure in the childminder's care. The youngest children enjoy cuddles from the childminder when they become tired. If they are upset, the childminder provides them with reassurance. They quickly cheer up and return to playing with the wide range of resources on offer. Children move around the childminder's home confidently. The youngest children who are starting to walk practise their new skills. They stretch and reach for objects and pull themselves up on furniture. This helps them to strengthen their leg muscles. Older children explore different ways of moving their bodies. For instance, they enthusiastically stamp along to the music they hear, following the childminder's instructions.

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The provision is good

Children enjoy a range of healthy food. The youngest children explore new textures of food, such as cooked vegetable sticks. They strengthen their mouth muscles as they chew. The childminder supports children who have particular dietary requirements. For instance, she prepares vegan-friendly meals for all children to enjoy together. Children go on outings with the childminder. They visit the zoo and go for regular walks to explore the local surroundings. This provides children with experiences which they may not be able to access at home.

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need to do better?

n The childminder provides the children with toys which motivate and interest them. She carefully considers the activities that she plans and adapts these for every child. For instance, she provides storybooks with accompanying toys. Older children use the toys to retell familiar stories. Babies explore picture books of the story with interest. They begin to turn the pages independently. The childminder asks older children a range of questions to check their understanding. However, children do not always have enough time to think about the questions the childminder asks before she gives them the answer. n Children use all of their senses as they learn. They enjoy playing at a tray filled with toy animals, leaves and different materials. The childminder encourages the children to smell the different leaves, such as rosemary. She gently strokes the leaves against children's hands. She talks about how the leaves feel. This helps

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need to do better?

the youngest children to learn new words. n The childminder talks to older children as they explore cooked spaghetti. They focus and persevere as they use tweezers to find hidden objects and proudly show the childminder what they find. Children use new vocabulary, such as 'sticky', to explain how the spaghetti feels. This helps to prepare them for the next stage in their learning. n The childminder knows the children she cares for well. She works closely with parents to gather information about children's interests and routines. The childminder identifies children's initial starting points accurately and assesses

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need to do better?

21 October 2021 their progress. She shares information with parents so that they can help their children at home. For instance, she shares ideas to support oral health and toothbrushing at home. n As a result of the COVID-19 pandemic, gaps emerge in some children's learning. When children return to the setting, the childminder reassesses their development. She works hard to support children to close any gaps in their learning. For instance, she encourages children to play together. This helps to rebuild their confidence around others. n The childminder actively seeks out training courses to develop her professional knowledge further. She networks with other professionals, such as other childminders. They discuss ideas, and children enjoy forming new friendships with other children. n The childminder recognises the importance of working with other local settings. For instance, she shares information with staff at other settings children attend.

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need to do better?

This helps to provide continuity in children's care and learning. n The childminder helps children to understand what makes them unique. Children look in mirrors and talk about their hair and eye colour. Children who speak English as an additional language receive strong support. The childminder talks to parents about their home language. For instance, she learns how to accurately pronounce words in Estonian. This helps her to communicate with children effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has completed relevant training to ensure that her safeguarding knowledge is kept up to date. She has a secure understanding of how to keep children safe from harm. She recognises the possible signs that a child may be at risk of exposure to extreme views and behaviour. The childminder knows how to raise her concerns and who to raise her concerns to. She is aware of how to deal with complaints and accusations against herself and other members of her household.

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should:

n allow children enough time to think about the questions they are being asked before expecting a response.

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Setting details

Unique reference number EY551211 Local authority Hertfordshire Inspection number 10174013 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 Hatfield. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two- and three-year- old children.

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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 that into account in their evaluation of the setting. n The inspector observed the childminder's interactions with children. The inspector and the childminder held discussions about the impact of the childminder's teaching on children's learning. n The inspector read written feedback from parents and took account of their views. n Children interacted with the inspector at appropriate times throughout the inspection. n The inspector looked at a range of documentation, including evidence of suitability, insurance policies and the childminder's training certificates.

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Inspection activities

21 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

21 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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