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 enjoy their time with the childminder. They behave well and interact positively with others. They become able to complete tasks for themselves. For instance, since starting with the childminder children have learned to do up their shoes. They do this independently before going outside to play. Children recognise the importance of being helpful. For example, they put their rubbish in the bin without promptng, once they have finished lunch.

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The provision is good

Children use their imagination as they play. They remain focused for long periods of time, clearly deeply engrossed in what they are doing. Children make up games themselves, playing happily with one another. They pretend to be dogs and cats based on their experiences with their own pets at home. Later on, children involve the childminder in their play. For instance, they pretend to make cups of tea for her and prepare food for her to eat.

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The provision is good

Children have high levels of confidence and are comfortable in new situations. They communicate effectively with those around them and develop a broad vocabulary. For instance, they hold lengthy conversations with visitors about what they want to be when they are older. They speak openly about what they can see and hear, taking an active interest in the world around them.

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need to do better?

n Parents are happy with the care that the childminder provides. They feel well informed about their children's progress. The childminder provides parents with advice and support. For instance, she shares information about road safety with them. The childminder ensures that she liaises with parents regarding children's health requirements. This helps her to monitor children's well-being appropriately when they are in her care. n Professional relationships with others are important to the childminder. She works in partnership with another childminder, who shares the care of the children who attend her setting. Together, they build on children's learning and discuss their progress frequently. This helps to provide children with consistency across the different settings they attend. n Children respond positively to routines and structure. The childminder identified this as an area that some children needed support with as a result of the

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need to do better?

COVID-19 pandemic. She uses a range of strategies to help children to understand the structure of their time with her. As a result of this support, children are now highly familiar with the routine. They question the childminder if the routine changes, such as when older children do not need to go to school during the school holidays. The childminder clearly explains the reasons for these changes and children happily accept her explanations.

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need to do better?

28 July 2022 n The childminder reflects on the provision she offers. She continuously assesses risks, putting the children's safety and welfare first. For instance, the childminder recently moved home. She prepared the children for this move, holding discussions with them about the new house. She conducted a full risk assessment of her property shortly after she moved in. She constantly speaks to the children about why the rules are in place. Children follow these rules carefully, which helps them to understand how to stay safe. n The childminder plans activities based on children's interests. She regularly checks children's understanding as they play. Occasionally, children find some activities too simple. For instance, children speak with ease about whether objects float or sink and the childminder does not extend this learning further. As a result, children do not make the rapid progress they are capable of.

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need to do better?

n The childminder has a variety of resources for the children to play with. However, due to the way that the resources are currently arranged, children struggle to see what toys are on offer. They are sometimes unable to find the items they want without help. This limits their ability to follow their own interests as much as possible during their play.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding about her responsibilities to safeguard children. She completes regular training to ensure that her knowledge is up to date. The childminder is able to recognise the possible signs of abuse and neglect. She recognises wider safeguarding issues, such as how to identify children who may be at risk of exposure to extreme views or behaviour. The childminder understands the process to follow to raise any concerns regarding children's welfare to other agencies. She knows what to do should anyone make an allegation against herself or a member of her household.

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should:

n consider ways to further extend and challenge children in their learning and development to help them make rapid progress n support children to access resources independently, so that they can follow their own interests more freely during their play and learning experiences.

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Setting details

Unique reference number 2527577 Local authority Hertfordshire Inspection number 10208353 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Cheshunt. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 inspector had a tour of the premises. n The inspector observed the childminder's interactions with children. She discussed with the childminder what she intends children to learn. n The views of parents were gathered through written feedback and taken into consideration by the inspector. n The inspector viewed a range of the childminder's documentation, including suitability and insurance documents.

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Inspection activities

28 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

28 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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