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 are settled and confident in the childminder's comfortable, home-from- home environment. They are very independent and self-confident, washing their own hands, using the bathroom and setting up play activities themselves, with the gentle encouragement of the childminder. Children chat cheerfully to the childminder. For example, they tell her 'That's the number one' and 'I did it' when playing with the mathematics book.

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The provision is good

Children respond excitedly to the childminder's praise throughout the day. They repeat back new language, and smile and clap when they hear her saying 'Well done, clever girl' and 'You did it'. Children use their imagination in their play and giggle happily with the childminder. For example, when using the camera they say, 'Say cheese' and point the camera at the childminder and other children.

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The provision is good

Children behave well and are encouraged to treat others with respect and fairness. They respond to the clear expectations of the childminder, which enable them to feel safe and confident. Children's self-care is promoted particularly well in the setting. As a result, they are able to access the environment without support, and express their needs confidently. For example, they tell the childminder 'I am going to play inside now' and 'I am going to the bathroom.'

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need to do better?

n The childminder has a sound understanding of what children know and need to learn next. As a result, children are well prepared for the next stage in their learning and their eventual move on to nursery or school. n The childminder encourages children to be highly independent and develop self- care skills. Consequently, children are self-aware, confident and express pride in their achievements. For example, children tell the childminder when they need the toilet and to wash their hands, and where they want to play. n The childminder provides children with a cosy, home-from-home environment. She plans her day in a calm and relaxed way, taking the children's lead, listening to them and using her knowledge of their home experiences to plan learning that reflects their interests. n The childminder has strong relationships with parents and spends time each day sharing learning ideas to support children. She supports parent's changing

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need to do better?

circumstances and provides care in a flexible and understanding way. As a result, parents report their feelings of confidence in the childminder's abilities to care and educate children. n The childminder uses positive language to reinforce children's achievements and her encouraging words help children to feel confident and experience success. Consequently, children are happy and are not afraid to learn new skills. For

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need to do better?

4 July 2022 example, when children try to name numbers, the childminder does not over correct the children and lets them have a go and get things wrong. She says, 'Well done, good try' and 'That's the number three isn't it?' Children repeat back new language to the childminder. n The childminder has consistently high expectations of children's behaviour. She shares these expectations with children and their parents. As a result, children know to tidy up one activity before starting another, they show respect and kindness to others and share well. n The childminder uses singing and music to develop language with children of all ages. She encourages children to join in using actions and instruments. For example, while singing 'Old MacDonald had a farm' children are encouraged to name animals and the sounds that they make. n The childminder provides lots of opportunities for children to make decisions about what they want to play with throughout the day. However, children are

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need to do better?

not presented with clear enough options linked to their next steps in learning. As a result, children sometimes find it difficult to think of what to do next. n The childminder focuses on mathematics and communication skills throughout the day. However, there are not enough opportunities for children to join in with sensory and creative activities.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe and the signs to look out for that may cause concern. The childminder knows where to go to report her concerns about children's welfare. The childminder understands her responsibilities to notify Ofsted of any changes and significant events. She also holds a valid paediatric first-aid certificate.

p.3

should:

n develop planning techniques to give children more opportunities to self-select activities that are sufficiently challenging and linked to their next steps in learning n develop further opportunities for children to engage in sensory and creative activities.

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Setting details

Unique reference number 130085 Local authority Hertfordshire Inspection number 10231686 Type of provision Childminder

p.4

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 28 September 2016

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Information about this early years setting

The childminder registered in 1997 and lives in Watford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector held a learning discussion together to understand how the curriculum is organised. n The inspector observed staff interaction with children during adult-led activities and reviewed this with the provider. n The inspector observed interactions between the provider and children throughout the morning. n The inspector saw written feedback from parents during the inspection and took into account their views and feedback. n The inspector reviewed a sample of the provider's documentation, including Disclosure and Barring Service checks and the provider's first aid certificate.

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Inspection activities

4 July 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

4 July 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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