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

p.1

The provision is good

Children are happy and settled in the provision. The childminder provides a warm, home-from-home experience and has close bonds with the children. Children demonstrate good manners as they say 'please' and 'thank you' unprompted. They can access a range of toys and resources at an age-appropriate level. Children respond well to planned activities. They learn about colours as they glue coloured ribbons on paper. Children develop their hand strength during a Father's Day craft activity. The childminder supports older children to practise their handwriting skills, and babies enjoy mark making with pencils.

p.2

The provision is good

Children form good friendships with each other in the setting. They ensure that babies have toys to play with and share books and toys together. Babies babble away as older children talk to them. This helps to develop their understanding of conversation. The childminder has high expectations for children's behaviour and conduct. She supports children to share toys and have 'kind hands'. She praises the children when they share and play together nicely. This helps the children to understand the impact their behaviour has on others and to develop a sense of right and wrong.

p.2

need to do better?

n Children make good progress. The childminder demonstrates that she knows the children well. She knows what they can do and what they need to do next. Focused support allows children to develop and grow quickly. The childminder identifies gaps in children's learning and ensures that children are supported to develop these areas. For example, the use of sign language has supported the younger children to develop their communication skills. n The childminder provides the children with rich experiences in the community to develop their understanding of the world. For example, trips to the zoo and garden centres provide opportunities for children to learn about animals and plants. Children learn about harvesting fruit and vegetables at the childminder's allotment. They enjoy eating the healthy foods they have grown. The childminder supports children to make a clear connection in their understanding of where the food we eat comes from.

p.2

need to do better?

n The childminder provides settling-in sessions for new children. However, systems for gathering information about children's abilities prior to starting are not sufficiently embedded in the childminder's settling-in procedure. n There is a strong focus on supporting children to develop early mathematical concepts. Children play with magnetic blocks and learn about shapes. They count the shapes they have put together. Babies are supported to build towers and enjoy knocking them down. Counting bears provide opportunities for children to develop their counting skills.

p.2

need to do better?

8 June 2022 n The childminder has good rapport with the parents. They comment that they 'feel very lucky to have her looking after their children'. Parents are kept up to date with the well-being of their children during the day and feel very happy with the progress their children are making in the setting. The childminder works with the children and families to prepare them for the next stage of their education. Children learn to be independent in their self-care skills and develop early writing skills. Children's well-being is supported so they are confident when they are ready to progress to school. n The childminder has a clear vision for providing good-quality education. However, she is mindful that further training has not been a focus for her. The childminder's objective is to continue her continuous professional development by attending more training. In particular, she would like to attend 'mental health'

p.2

need to do better?

training to further support children affected by the COVID-19 pandemic. n Although the childminder offers a good curriculum, she does not put enough emphasis on children learning about other communities, cultures and traditions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder provides good safeguarding arrangements for the children. She understands the signs and symptoms of abuse and/or neglect. The childminder knows where to find the information to refer concerns to the appropriate agencies. Regular risk assessments ensure that children are kept safe in the provision. For example, the childminder uses stair gates to prevent children from accessing the kitchen and staircase.

p.3

should:

n gather more detailed information about the skills and abilities children already have when they first start, and use this information to plan for each child's learning n identify training and professional development needs to further enhance knowledge and skills n extend opportunities for children to learn about traditions, cultures and communities other than their own.

p.3

Setting details

Unique reference number 2568962 Local authority Hertfordshire Inspection number 10232200 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019 and lives in Bovingdon. She operates Monday to Friday, from 7.30am until 6.30pm, term time only. She holds a level 3 qualification.

p.4

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 joined the inspector on a learning walk. She talked to the inspector about the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors. She discussed children's progress with the childminder. n The childminder and the inspector carried out a joint observation. n The inspector looked at relevant documentation. This included evidence of staff suitability, the complaints record and safeguarding documents. n The inspector took account of written views from parents.

p.4

Inspection activities

8 June 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

8 June 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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