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 thoroughly enjoy their time in this stimulating learning environment. The childminder plans challenging and exciting activities covering all areas of the curriculum. She is skilled at adapting them to meet the needs of all the children in her care. For example, she uses cars and tubes to support young children's physical development. She extends this to meet the mathematical needs of older children. She then adapts this further to support early writing skills. Children engage fully in activities for long periods of time. As a result, children are making good progress in the setting.

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The provision is good

Children demonstrate they feel safe and settled in this warm, nurturing environment. They regularly approach the childminder for affection and cuddle up to her for stories. The childminder supports children to settle swiftly, with the strong relationship she establishes with parents/carers from the start. She has established well-thought-out settling-in procedures, which she adapts to meet the needs of individual children.

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The provision is good

Children experience interesting learning opportunities they may otherwise not receive. They learn about different environments on trips to London. They also explore nature and life cycles when collecting and looking after toad spawn before releasing them back into the wild.

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need to do better?

n The childminder has a strong knowledge of how children learn. She demonstrates activities before supporting children in completing them. The childminder then allows children to complete them independently. This allows her to assess what children are learning. n Children's learning is well supported in the setting and beyond. The childminder monitors children's development well. She adapts her methods of communicating this information, visiting parents at home where necessary. This enables all parents to fully support children's learning at home. n Children with special educational needs and/or disabilities are well supported in the setting. The childminder provides time and resources to encourage children to explore their feelings. For example, she uses puppets and mood boards to help children understand their emotions and resulting actions. n The childminder places a sharp focus on developing children's mathematical and

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need to do better?

communication skills. She incorporates this well into all activities. For example, during song time, the childminder uses props to support children to count and identify shapes. She also encourages children to describe the features of animals in songs. n The childminder adapts the way in which she communicates information. This

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need to do better?

22 November 2021 ensures children of all ages develop age-appropriate knowledge in activities. For example, when exploring the features of bugs, models are hidden for young children to find and describe. Older children use scavenger hunt sheets to identify insects and their characteristics. n Partnerships with parents are strong. Parents praise the childminder and the care and teaching she provides. They appreciate the in-depth assessments of children's development, which the childminder shares regularly. Parents recognise the progress their children make in the setting. They also value the support the childminder provides to the entire family with her flexible, caring approach. n The childminder works hard to establish strong links with other settings. This means that any concerns regarding children's development are swiftly identified. She also communicates very well with other professionals. This allows her to

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need to do better?

adapt her practice to support the learning of all children in her care. n Children are encouraged to identify risks in their play. The childminder encourages them to climb steps independently, holding onto the rail for safety. At mealtimes, children discuss the ingredients in food. They check that there are no nuts as some of their friends have allergies. Children are developing an understanding of keeping themselves and others safe from harm. n Children are helpful and polite. They respond well to the childminder's age- appropriate requests. For example, children tidy up after playing and place their shoes on their named mats when indoors. However, on occasions, children become over excited during activities. The childminder does not fully support them to understand the possible impact of their boisterous behaviour.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong understanding of the signs and symptoms that could indicate a child is at risk of harm. She demonstrates good knowledge of what to do if she has concerns about a child and the referral process to follow. The childminder keeps up to date with changes in legislation. She attends regular face- to-face safeguarding training and completes numerous additional online courses. The childminder has comprehensive policies and procedures, which she adheres to and reviews regularly.

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should:

n support children in developing an understanding of the possible consequences when they become boisterous during activities.

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Setting details

Unique reference number 2506552 Local authority Hertfordshire Inspection number 10207767 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 0 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Harpenden. She operates Monday to Wednesday, all year round, from 7.30am until 6pm except for bank holidays and family holidays.

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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 them 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.

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Inspection activities

22 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

22 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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