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 demonstrate they feel happy in the care of the childminder and her assistant. They show a strong sense of belonging in the setting. Children have secure routines and know what is expected of them. When they are asked if they would like a snack, children instantly tidy away the toys and show pleasure at their achievements. Children spend time exploring different ways they can use blocks. They fix them together to make towers and line them up on the floor. The childminder models counting as she suggests they find out how many blocks they have.

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The provision is good

Children thoroughly enjoy looking at books on their own and with adults. They handle books carefully and return them to the rack when they have finished. Sensitive questioning by the childminder helps young children and those who speak English as an additional language to gain information from pictures. Children's speech and language skills are developing well. The childminder and her assistant are responsive to children's requests, such as helping them to reach toys they point at. This helps children to know they can choose for themselves and further promotes their communication and language development. Children are learning how to play cooperatively, and their behaviour is good.

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need to do better?

n During the COVID-19 pandemic, the childminder has noticed that some children are finding it more difficult to settle into her setting. She has re-evaluated her settling-in procedures so that children have more time to feel safe and secure. The childminder is now looking for places to take children in the community to widen their experiences and social interaction. n The childminder gains useful information from parents about what children know and can do when they start to attend. This enables her to identify children's starting points in learning from the outset. The childminder is aware of where children are in their development. She observes them closely and uses her observations and assessments to identify what children need to learn next. Children are making good progress. n Children have many opportunities to be active and enjoy spending time outdoors. The childminder explains how she uses the garden for physical play as

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need to do better?

it promotes children's health and well-being. Children learn about the natural world as they engage in walks in the local community and on visits to farms. n Parents are complimentary about the childminder and her assistant. They say they are impressed by how much their children learn and comment how happy their children are to attend the setting. Parents value the information and advice they receive about how to support their children's progress at home. n The childminder and her assistant use songs and rhymes to further promote

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need to do better?

24 January 2022 children's language development. Children listen and follow instructions well while playing musical instruments. They thoroughly enjoy exploring what sounds they can make. n Children receive good support to develop their personal, social and emotional skills. They learn to share resources, to take their turn and to show care and consideration to others. Children have warm and trusting relationships with the childminder and her assistant. They demonstrate how secure they feel as they immediately relax and fall asleep quickly while cuddling their comforters from home. n The childminder introduces children to festivals that are celebrated in other countries, to help them to develop their understanding of the world. However, children have less opportunity to explore the range of diverse cultures and differences between each other. n The childminder and her assistant demonstrate a strong commitment to their

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need to do better?

work. They regularly meet together to review practice and to identify areas they want to further strengthen. However, the childminder is not sufficiently focused on identifying and using professional development opportunities, to further extend knowledge and teaching skills for her assistant and herself.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant know how to keep children safe and promote their welfare. They have a good understanding of how to recognise any signs that children may be at risk of harm or extremist behaviour. They both know how to contact relevant agencies in the local area, to seek advice or to make referrals. The childminder has a clear safeguarding policy which she uses to underpin her practice. She undertakes regular safeguarding training to keep her knowledge relevant and up to date. The childminder keeps her assistant updated on any new requirements and legislation.

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should:

n develop ways to broaden children's understanding of each other's cultures, similarities and differences n build on professional development plans to strengthen knowledge and to raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY554371 Local authority Hertfordshire Inspection number 10174578 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Hemel Hempstead. She works with an assistant. The childminder operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. Both the childminder and her assistant hold a level 3 qualification.

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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 her evaluation of the childminder. n The inspector and the childminder looked at the areas of the childminder's 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 and discussed the learning that was taking place with them. n A sample of policies and procedures was looked at by the inspector. These included documents relating to the suitability of household members, 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

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Inspection activities

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

24 January 2022 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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