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 are excited to come into the childminder's home. They leave their parents with ease and run off happily to see what is available today. The childminder's vast knowledge of child development ensures that children have access to a wide range of activities. She uses children's interests to support the next steps in their learning. Children are free to choose from the available toys and resources. The childminder expertly knows when to join in children's play. She allows them time to explore independently and make their own choices about their learning.

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The provision is good

Children receive a lot of praise from the childminder. This helps to ensure their emotional well-being. Children are confident around other adults, knowing that the childminder is always close by to support them. The childminder provides the children with lots of opportunities to revisit experiences they have seen in real life. For example, while playing in the home corner, they make lunch for each other. The childminder has high expectations for children's behaviour. Children are kind to each other, and they share toys together independently. They actively seek each other out to play, which helps to build their social skills.

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need to do better?

n The childminder gains information from parents before children start, to support the settling-in process. She knows the children well and understands the next steps in their learning. The childminder has an ambitious curriculum for all children, which ensures they make good progress. Children have many opportunities to practise skills they have already learned. For example, they cut grass, creating their own version of 'We're going on a bear hunt', to help develop their scissor skills. n Children have access to a wide variety of experiences to enhance their knowledge and understanding of the world. Each day, they can visit the childminder's allotment. Children feed chickens and learn about the different foods they may eat. While in the coup, they can hold the chickens. Children discuss safe ways to handle them and talk about the way the chickens feel and look. They are kind to the animals and have a good understanding of how they

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need to do better?

should be cared for. n While at the allotment, children have opportunities to grow their own fruit and vegetables. They experience the whole cycle of growing strawberries, and while they eat strawberries for snack they look at the seeds on the fruit. Children reflect on the past experiences of growing strawberries and collect some seeds ready to grow again this year. n The childminder encourages counting in all activities she provides. For example, children count how many bowls there are in the home corner and the number of snacks available to them. However, the childminder does not always introduce

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need to do better?

1 March 2022 further mathematical language to the children to help extend their learning. n The childminder successfully promotes children's communication and language development. Children enjoy stories and singing throughout their day. The childminder expertly asks them questions as they play and explore. She allows children time to think about their answers. While walking to the allotment, the children notice flowers growing in the grass. The childminder asks them, 'Why do you think the petals are closed up?' and children enjoy coming up with possible answers. They listen when the childminder informs them of the reason why. n Children's emotional well-being is at the centre of the childminder's ethos. She supports them to find ways to communicate their thoughts and feelings. The childminder shares books with children about feelings. She allows them time to manage their emotions, making them emotionally resilient. Children can talk to

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need to do better?

their friends about things which make them feel both happy and sad. They take time to listen to each other, and the childminder is always on hand if children need support with this. n The childminder evaluates her setting well. She understands the importance of ensuring that her training is up to date, to keep her setting up to a high standard. The childminder works closely with a local setting to support her in developing her own practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility in ensuring that children are kept safe from harm. She understands local reporting lines. The childminder is confident in ensuring the suitability of herself and other adults. She is clear about when she should share information with parents and when an immediate referral needs to be made. The childminder confidently discusses wider safeguarding issues, such as extremism and radicalisation. She has comprehensive policies in place to support her practice.

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should:

n enhance the teaching for mathematics, particularly with regard to shape recognition, measurement and capacity, to increase children's learning even further.

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Setting details

Unique reference number 2503899 Local authority Hertfordshire Inspection number 10191618 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 2019 and lives in St Albans. She operates during term time from 7.15am to 6pm on Monday, Tuesday, Thursday and Friday, 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 childminder and has taken that into account in the evaluation of the setting. n The childminder and the inspector completed a learning walk together of all the areas of the setting and discussed the curriculum and what the childminder wants children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector spoke to parents and looked at reviews during the inspection, and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder.

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Inspection activities

1 March 2022 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

1 March 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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