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

The childminder provides a happy and nurturing environment for the children in her care. Children show positive relationships with the childminder. They hold out their arms for cuddles and snuggle into her as they share their favourite book. The childminder has high expectations for the children's behaviour. She acts as a positive role model and supports children to share toys. Young children learn to take turns, as they play a game with the childminder. She provides praise to the children for their achievements. This helps them to understand what is expected of them and helps raise their self-esteem.

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The provision is good

Children have access to a wide range of resources which encourages them to follow their own interests. They have a positive attitude to learning. Children eagerly recall colours they have learned, as they find a green car. The childminder encourages them to find other green toys, helping them build on their existing knowledge. Children build strength in their fingers as they pick up puzzle pieces and make marks with pens on paper. Children develop an interest in technology and how things work. They learn how to operate electronic toys by pressing the buttons to create sounds.

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need to do better?

n The childminder promotes children's communication and language skills well. She models language and repeats words that children say. For instance, as children draw faces, the childminder teaches them the words for 'nose' and 'eyes'. The childminder uses songs at every opportunity. She sings to them joyfully during personal-care routines. Children thoroughly enjoy singing along to familiar songs and rhymes and they learn the actions. This helps them make good progress in their speaking skills. n The childminder ensures that children have effective settling-in sessions. She invites parents to stay and play when they first start. The childminder gathers information through discussion about children's routines. However, she does not obtain enough information from parents to help her to plan more precisely for the needs of the children when they first start. n The childminder promotes understanding of mathematical concepts through

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need to do better?

children's play. Children learn about size and shape, as they play with rings of varying sizes. They learn how to stack the rings, as the childminder shows them how the big ring must go on the spindle first, followed by the smaller rings. The childminder helps children to count to 10. Children hear and repeat numbers as they count blocks. This helps them to move on to the next stage of their learning. n The childminder promotes children's independence well. She gently supports young children to master using a fork to eat their food. Children learn self-care

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need to do better?

3 October 2022 skills and know where to discard their tissues. They learn the importance of washing their hands. This helps children to develop the skills they need, as they prepare to move on to school. n The childminder plans regular trips in the local community to broaden children's experiences. For example, children visit garden centres and the local markets to buy unusual fruits, such as guava and pomelo. The childminder takes children to play groups and the library to give them the opportunity to mix with others. This helps children to develop their confidence in social situations. Children learn about what makes them unique. The childminder teaches the children Greek nursery rhymes and children use books to learn about different celebrations. n Parents speak positively about the childminder. They report their children are very happy in the setting. Parents state that 'the childminder constantly thinks

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need to do better?

how she can develop the children further'. This helps them to make good progress. The childminder provides parents with daily updates on their children's learning and development and discusses their next steps. n The childminder understands her role and responsibilities. She is a member of a professional body and works closely with other childminders. This helps the childminder to keep up to date with information and share good practice ideas. The childminder ensures that all mandatory training is completed. However, she has not pursued further professional development opportunities to extend her knowledge and enhance her teaching to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of the signs and symptoms of abuse and/or neglect. She has clear reporting procedures and knows who to report to if she has concerns. The childminder closely monitors children at all times. She carries out risk assessments of the provision and for outings. This helps to ensure that children are kept safe. The childminder helps children to understand risk as they help to put toys away, so they do not trip over them.

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should:

n obtain more precise information from parents when children first start to enable a full understanding of the needs of each individual child n develop a more comprehensive programme of professional development in order to keep knowledge and practice updated.

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Setting details

Unique reference number EY441932 Local authority Hertfordshire Inspection number 10235664 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 8 Date of previous inspection 29 November 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Sawbridgeworth. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting 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 inspector carried out a joint observation. n The inspector looked at relevant documentation. This included evidence of the childminder's suitability, training record and safeguarding documents. n The inspector took account of written feedback provided by parents.

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Inspection activities

3 October 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

3 October 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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