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 Outstanding

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The provision is good

Children are happy and enjoy their time in this friendly environment. They establish a close bond with the nurturing childminder, who interacts warmly with them in all activities. At lunchtime, children ask to sit next to the childminder. They cuddle up to her and chat about all the delicious meals they enjoy at her house.

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The provision is good

Children demonstrate high levels of confidence. They engage well with visitors as they greet them enthusiastically and introduce themselves. Children talk excitedly about their friends who are at school and delight in showing photos of them. They are keen to talk about their time in the setting and their favourite activities. For example, children happily demonstrate the songs they enjoyed singing at their recent music session.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She explains the importance of following the rules in age-appropriate ways. As children make play dough, the childminder explains the need to take care as the saucepan is hot. She encourages children to explore cups containing water of various temperatures. This develops their understanding of the impact heat has on them.

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need to do better?

n The childminder has a good knowledge of the children in her care and how they learn. She demonstrates new activities before encouraging children to complete them independently. For example, in a mark-making activity, the childminder writes the first letter of children's names for them to copy. n The childminder extends children's mathematical learning well in activities. For example, children are making different-sized balls out of play dough. The childminder encourages them to explore the different sizes they make and then supports children to place the balls in order of size. n The childminder makes good use of assessment to monitor children's learning. She uses this to plan activities to meet children's next steps. Children are developing number recognition skills. The childminder encourages them to identify numbers on jugs and scales when making their own play dough. n The childminder shares high-quality information with parents about children's

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need to do better?

learning and development. Her flexible approach to communicating this information enables parents to support children's learning at home. n Children are learning to be independent. The childminder encourages this by supporting them to complete age-appropriate tasks by themselves. For example, children cut up their own fruit for snack and tidy away after completing activities. n Children enjoy a wide range of stimulating activities. They are free to choose from numerous toys and games indoors. Children investigate planting and

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need to do better?

2 March 2022 growing activities in the safe, enclosed garden area. They also enjoy trips out to farms, the local zoo and music sessions. n Children demonstrate a high level of curiosity in their play. The childminder encourages this by asking age-appropriate questions and allowing children plenty of time to respond. Children wonder where the pet tortoise is and the childminder encourages them to explore the idea that some animals sleep throughout winter. n Children are encouraged to keep themselves safe. Those with allergies are aware of the ingredients they are unable to eat. At mealtimes, the childminder encourages children to discuss what foods may contain these specific allergens. n Parents speak highly of the childminder and the care she offers. They value the positive impact her care has on children's development. Parents also comment on the high-quality communication she offers. During the COVID-19 pandemic,

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need to do better?

children enjoyed story time and treasure hunts via video calls. n The childminder works well with other settings. She communicates with the local pre-school to gather information regarding children's assessments. From this, she plans activities to further support children's development. n The childminder reflects well on her practice. She assesses the impact of all activities on children's learning. The childminder also seeks feedback from parents and children. This allows her to make changes to meet the needs of all children in her care. n The childminder models good speech and language skills. She constantly engages children in conversation. However, she does not always introduce new words into these conversations. Additionally, she does not consistently correct children when they mispronounce words.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has strong knowledge of the signs and symptoms which could indicate a child is at risk of harm. She is aware of the process to follow if she has concerns about a child and the referral process to follow. The childminder completes regular safeguarding and first-aid training to keep her knowledge up to date. She has robust policies and procedures in place which she follows to ensure that children are kept safe in her care.

p.3

should:

n develop children's language skills further by introducing new and relevant vocabulary at appropriate times during activities n support children to develop effective communication skills by consistently correcting children's mispronunciations of words.

p.3

Setting details

Unique reference number 130333 Local authority Hertfordshire Inspection number 10127046 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 3 Date of previous inspection 17 May 2016

p.4

Information about this early years setting

The childminder registered in 1984 and lives in Watford. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-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 quality of education to assess the impact on children's learning. n The inspector considered the views of parents by reviewing feedback letters. n The inspector and the childminder carried out 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 the childminder discussed how the early years setting is organised.

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Inspection activities

2 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

2 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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