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 welcomes children into a warm and welcoming environment. She is kind, caring and patient, and children form strong attachments to her. Children are confident in their approach to learning. They enjoy making independent choices about what they would like to explore and play. Children build a train track in the playroom. They work independently to put the pieces together. They make the track into a circle, only asking for help when they run out of pieces. The childminder offers children praise for their achievements. She encourages them to carry on and find the final piece to complete the track. This contributes to their high levels of self-esteem and emotional well-being.

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The provision is good

Children behave well and are kind to each other. Children of different ages enjoy spending time together. They call each other to come and play after snack time. The childminder supports children's interactions. She reminds older children how babies can join in their games. For example, when they suggest throwing balls to each other, the childminder prompts them to roll the balls so they can all join in. Children laugh and giggle as the ball rolls back and forth between them.

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need to do better?

n The childminder provides a language-rich environment in which children thrive. Young babies enjoy learning to make different sounds. They get louder as they become more excited by their interactions with the childminder. The childminder engages in conversations with babies. She repeats back words as they point to different objects and pictures, supporting them to develop their vocabulary. n Children enjoy daily walks in the local environment. Children walk to school in all weathers. They talk about the changes in nature they can see. Children gain confidence in their climbing skills at the park. As younger children learn to walk, they enjoy exploring puddles. They run, jump and splash in puddles, following their older friends and building their own confidence. n The childminder is very passionate about her work and takes time to get to know families well. She learns about the skills children already have and what

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need to do better?

they need to learn next. The childminder uses children's interests to create exciting activities for them to explore. She shares development information with parents regularly. However, she does not always support parents to extend their children's learning at home. n Children have opportunities to learn from first-hand experiences regularly. For instance, they enjoy visiting the local farm and zoo. This broadens children's understanding of the wider world. When reading books with the childminder, they talk about the penguins and where they live. The childminder asks children if they remember the penguins at the zoo and where they swim. Children enjoy revisiting learning from their trips out.

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need to do better?

28 November 2022 n The childminder regularly attends local toddler groups. This offers children opportunities to develop their social skills and create friendships outside of the setting. The childminder is aware of the impact of the COVID-19 pandemic on children's personal, social and emotional development. She uses these groups to widen children's experiences outside of her home. She supports them to be comfortable in different surroundings. n Children benefit from a good range of homemade, healthy and nutritious meals and snacks. Children learn about where food comes from and which types of food are healthy and unhealthy. n Parent partnerships are strong. Parents are complimentary of the daily updates they receive from the childminder and the new experiences she provides for the children. They love the family feel of the setting and value the childminder's caring and nurturing approach to looking after their children.

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need to do better?

n The childminder understands the importance of reflecting on her practice and completing training courses to develop her knowledge further. The childminder talks of the positive impact a recent speech and language course has had on children's language development.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her safeguarding knowledge up to date and understands her responsibilities in keeping children safe from harm. She is aware of the signs and symptoms of abuse. The childminder understands the correct procedures for recording and reporting any concerns to the relevant professionals. The childminder is knowledgeable of the wider issues in society, such as the 'Prevent' duty and witchcraft. She completes daily risk assessments, adapting activities and her home as necessary.

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should:

n extend the already good communication with parents, to consistently share strategies with parents to extend children's learning at home.

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Setting details

Unique reference number EY464994 Local authority Hertfordshire Inspection number 10236224 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 12 Number of children on roll 5 Date of previous inspection 14 March 2017

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Information about this early years setting

The childminder registered in 2013 and lives in St Albans. She operates term time only, from 7.30am to 5pm, Monday to Thursday. The childminder sometimes works with an assistant.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out joint observations of group activities with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this has had on children's learning.

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Inspection activities

n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

28 November 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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