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 Inadequate

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The provision is good

Children are secure, happy and settled, forming warm relationships with the childminder and her assistant. The childminder shows she is interested in play and excited about learning. Children respond to this positive attitude. They concentrate on activities and persevere. For example, they use tools to dig up hidden items from a tray of jelly. They keep trying and are proud when they remove the items and name them. Children are learning to understand and label their emotions, for example as they talk with the childminder and look at books, where they describe facial expressions.

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The provision is good

Children follow the childminder's calm, caring approach and are kind and considerate towards one another. For instance, they calmly explain turn-taking when they want the same toy. Children show respect for one another and are learning to appreciate different ways of life. They talk about their families and celebrate festivals that are important to them. Children have many opportunities to develop their physical skills. For example, they use their smaller muscles as they hold paintbrushes and make marks in a tray of salt. The childminder encourages children to assess risks. For instance, when playing at the park, children assess how high they can safely climb on the play equipment.

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need to do better?

n The childminder is committed to continuously developing her practice. She makes sure that she understands all legal requirements, such as her duty to inform Ofsted of any changes. She ensures that her assistant is suitable to work with children and offers her effective supervision to support her in developing her knowledge. n The childminder uses her knowledge and experience to ensure that children's needs are met and they are comfortable. She assesses children as they play and understands what they have learned and what they need to learn next. She offers them interesting activities which help them take the next steps in their learning, and support them in making good progress, so that they are ready for school. She quickly identifies any weaker areas in children's learning, taking swift action to address these. n The childminder engages children in discussions about subjects she knows interest them. For instance, they describe going on a fast train to the theatre.

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need to do better?

Children are starting to use their language skills to interact with one another. They talk about the number of cars in the sand and decide to race the cars. n Children enjoy books. They listen attentively as the childminder reads. The childminder helps to build their early reading skills; for instance, children look at signs on a nearby building site and recognise which ones warn of danger. n Children develop early mathematical skills. They count as they play and the

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need to do better?

22 November 2022 childminder builds on this. For example, children count items and find the corresponding written number. They notice numbers as they play, such as on the clock and in books. n The childminder recognises that it is important for children to practise what they have been learning. She allows time for children to return to activities. Children return to a tray of dinosaurs and vehicles, eagerly remembering the names and adding further items. n The childminder works well with parents. She gathers clear information about each child and uses this to inform daily routines and activities. This particularly supports children with special educational needs and/or disabilities. Parents praise the childminder and feel that she communicates well. They report that their children enjoy a wide variety of activities and make good progress. n Children do have some opportunities to think further and solve problems; for

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need to do better?

example, they sort clear pebbles according to colour. However, the childminder does not always give children sufficient time to think, before answering questions for them, and does not consistently support them to find solutions to problems. n Children enjoy outdoor activities, such as playing with water in the garden. However, the childminder does not always offer as many outdoor opportunities as possible, to fully build on the development of children who prefer to play outside.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding and ensures that her assistant's knowledge is secure. They complete training to keep their knowledge up to date. The childminder is aware of the signs that may indicate concerns in a child's life and knows how to report these to the appropriate agency. She understands how wider issues, such as domestic violence and radicalisation, can affect children's welfare. The childminder recognises the potential risks associated with use of the internet and takes effective action to protect children.

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should:

n build on the opportunities that support children in solving problems, for example, by allowing them more time to think and answer questions n enhance the use of outdoor areas, to offer children who prefer to be outside further play and learning opportunities.

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Setting details

Unique reference number 2528523 Local authority Hertfordshire Inspection number 10250004 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 12 Date of previous inspection 13 July 2022

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Information about this early years setting

The childminder registered in 2018 and lives in Borehamwood. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works with an assistant.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder, and has taken that into account in their evaluation of the setting. n The inspector observed activities both indoors and outdoors, and assessed the impact these have on children's learning. The childminder spoke to the inspector about their intentions for children's learning. n The childminder and inspector reviewed an activity together. n The inspector viewed relevant documentation, including the safeguarding procedures and the suitability of household members and the assistant. She talked with the childminder about how she supervises her assistant. n The inspector talked with children at appropriate times throughout the inspection and considered their views. She also considered written feedback from parents.

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Inspection activities

22 November 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

22 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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