Sarah Elizabeth O'Hara

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

p.1

The provision is good

Children demonstrate they feel safe in this warm and nurturing environment. They independently explore the wide variety of age-appropriate activities and resources the childminder provides. Children talk confidently to visitors about their families and significant events and trips they have recently enjoyed. Children have a very close bond with the childminder. They regularly approach her for cuddles and seek her out for reassurance when tired.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She supports them to be kind and polite to one another by modelling excellent manners herself. Children cooperate well with one another in activities. Older children are encouraged to demonstrate their skills and help their friends. For example, children are praised by the childminder when supporting babies in a water painting activity.

p.2

The provision is good

The childminder places a strong focus on developing children's language skills. Children have access to a large selection of books, which they can explore independently or listen to at story time. The childminder consistently demonstrates new and descriptive vocabulary in her interactions with children. For example, in an activity about 'The Very Hungry Caterpillar', children are encouraged to explore and describe the various foods the caterpillar eats.

p.2

need to do better?

n The childminder adapts activities well to meet the needs of all children in her care. In a story activity, older children are encouraged to collect the correct quantity of food items. Babies engage in the same activity by exploring the different textures of objects. n The childminder takes every opportunity to extends children's learning in activities. For example, when playing in the shop area, children name the various fruit they are selling. The childminder then encourages children to tell her the colour of them. n Children's curiosity is well promoted in the setting. The childminder asks age- appropriate questions and allows children time to respond. This supports children to develop an understanding of the world. For example, in an ice-cream parlour role-play activity, a child drops their pretend ice cream on the warm floor. The childminder encourages children to explore why the ice cream melts.

p.2

need to do better?

n Children are encouraged to explore activities independently. They choose how they wish to use the wide range of exciting resources. In a painting activity, children are supported to examine the different marks they make using various parts of their body. n Children are learning to be independent. The childminder oversees children as they practise handwashing and toileting. She encourages children to understand

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need to do better?

11 November 2021 the importance of vital hygiene routines. This prepares children for starting school. n Children are learning about healthy lifestyles. They assist the childminder in preparing healthy, home-cooked meals. Children recall chopping vegetables for the pasta sauce they enjoy for lunch. The childminder provides plenty of opportunities for physical exercise. Children have free access to the large garden and enjoy using the trampoline and ride-on vehicles indoors. n The childminder reflects well on all areas of her practice. This allows her to adapt her setting to meet the changing needs of children in her care. For example, she has recently invested in equipment which allows babies and older children to access activities together. n The childminder works hard to promote children's well-being. She communicates closely with families to establish children's early experiences. This enables her to

p.2

need to do better?

recognise occasions when children may require additional support. n Parents speak highly of the childminder and the caring approach she takes with children. They value the homely environment she provides and regard her as an integral part of their family. She provides flexible care and goes out of her way to support families. n The childminder has good knowledge of the abilities of the children in her care. She recognises how these skills relate to their early learning goals. She plans activities aimed at encouraging their ongoing development in the setting. However, the childminder does not consistently share this information with children's parents and carers. This means that opportunities for parents to extend children's learning at home can be missed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has extensive knowledge of the signs and symptoms, which could indicate that a child is at risk from harm. She is aware of the correct process to follow when escalating concerns, and the importance of doing this in a timely manner. The childminder maintains comprehensive and accurate policies, procedures, and risk assessments. She reviews these regularly to ensure her practice continues to meet the needs of all children in her care.

p.3

should:

n share more detailed assessments of children's progress with parents and carers to support them in continuing children's learning at home.

p.3

Setting details

Unique reference number EY552796 Local authority Hertfordshire Inspection number 10174117 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Watford. She operates term time only from 7.30am to 6pm, Tuesday to Thursday, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider 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 provider. n The inspector observed the quality of education to assess the impact on children's learning. n The inspector considered the views of parents by speaking to several during the inspection. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector and childminder discussed how the early years setting is organised. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of children.

p.4

Inspection activities

11 November 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

11 November 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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