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 Good

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The provision is good

Children enjoy their time in the childminder's care and demonstrate a positive attitude towards their play and learning. They are happy, settled and learning the skills they need in readiness for their move to pre-school and school. Children make friends with their peers. They chat to one another and share experiences together. For example, children work together to build roadways for their cars in the sand. Children behave well. They develop good manners, learn to share resources and are kind to one another. Children benefit from praise and encouragement, which supports their confidence and self-esteem.

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The provision is good

Children enjoy being physically active in the fresh air. They learn to use tools, such as spades and rakes to dig and rake the sand. Children develop their hand-to-eye coordination skills as they carefully scoop sand into pretend ice cream cones before serving the cone to the childminder. Younger children are shown how to build a sandcastle and eagerly proceed to copy what they have learned. The childminder skilfully introduces vocabulary associated with the children's' play, such as 'tap, tap, tap' as the children tap the bottom of the overturned bucket to release the sandcastle. Additionally, children have opportunities to develop their sensory awareness as they explore and handle different materials, such as ice cubes, dried pasta, shaving foam and stones.

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need to do better?

n The childminder has successfully created a welcoming environment for the children in her care and works alongside her co-childminder effectively. She completes obligatory training and has proactively accessed additional training. This supports her to continue to broaden her knowledge and skills. For example, the childminder has attended autism awareness and attention deficit hyperactivity disorder training to expand her understanding of how to support children with additional needs. n The childminder knows the children well. She demonstrates a caring approach to the children in her care, which successfully supports their emotional well-being. The childminder structures her curriculum to build on what the children know and can already do. However, on some occasions,she does not spontaneously challenge children's thinking and motivate their curiosity as they play. Additionally, the accessibility of additional resources in the designated playroom

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need to do better?

does not always support the children to further explore and develop their own play and ideas. n Children thoroughly enjoy exploring the local community. They observe wildflowers and search for leaves during visits to the nature reserve, and enjoy being physically active at soft-play activity centres. Children learn to appreciate and respect the diversity of others. For example, they taste Chinese food in

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need to do better?

12 May 2022 celebration of the Chinese New Year and make soda bread and dance to Irish tunes on St. Patrick's Day. n The childminder supports children to develop their communication and language skills. She encourages them to use their developing language to talk about what they are doing. The childminder also routinely incorporates opportunities for the children to sing rhymes during the day. They particularly enjoy rhymes with actions. Children enthusiastically sing and energetically complete the actions to rhymes, such as 'head, shoulders, knees and toes' and the 'sleeping bunnies' song. n Parents comment very positively about their child's experiences during their time in the childminder's care. They state that they are regularly updated about their child's development and that they enjoy receiving photographs of their child participating in the activities. One parent states that their child has a 'safe, fun,

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need to do better?

simulating and joyful time' in the childminder's care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder supports children to stay safe and promotes their well-being effectively. She demonstrates a good understanding of the signs and indicators of possible abuse, including those relating to female genital mutilation and radicalisation. The childminder regularly refreshes her child protection training and knows the procedures to follow if she has any concerns about a child in her care. This includes contacting the relevant professionals. The childminder successfully minimises risk of potential harm to children in her home, including the garden, and supervises the children well. She regularly practises fire safety drills with them.

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should:

n strengthen interactions with the children during their spontaneous play, to further enhance their learning experiences n improve children's accessibility to the range of resources in the playroom, to further support their motivation to explore and develop their play and ideas.

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Setting details

Unique reference number EY539728 Local authority Hertfordshire Inspection number 10239670 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 7 Date of previous inspection 15 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Bushey, Hertfordshire. She works with a co-childminder and operates from 7.30am to 5.30pm, Monday to Friday, during term time only. The childminder provides funded early education for two-, 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 childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector observed children taking part in activities with the childminder and assessed the impact on children's learning. n Children spoke to the inspector about what they enjoy doing at the childminder's house. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of all persons living and working on the premises. n The inspector took account of the views of parents from written feedback provided at the inspection.

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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

12 May 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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