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 are happy and settled in this nurturing, child-centred provision. They form strong bonds with the childminder and her co-childminder which helps them to feel safe and secure. The childminder uses information from parents and observations to understand children's routines, needs and abilities, which helps them to transition smoothly when they first start.

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The provision is good

Children make their own independent choices about what they play with from a wide range of resources. They engage in role play with babies and follow their own interest of trains making long tracks to push them on. Children develop a love for nature and thoroughly enjoy outdoor learning, which is provided in abundance. They eagerly explore bug houses in woodlands and take regular walks in the local village. They have access to the childminder's garden which has a range of equipment to support their physical development, such as slides and tricycles.

p.2

The provision is good

The childminder has high expectations for behaviour. Children are polite and learn good manners. They are familiar with routines in the setting. Children are keen to help with tasks, such as tidying away toys. They know to push their chairs in after they leave the table to prevent any accidents.

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need to do better?

n The childminder has a good understanding of how children learn. She plans a sequenced curriculum to support the needs of the children based on their interests. Children are engaged and respond well to the high-quality teaching from the childminder. Effective tracking and monitoring systems are in place to ensure that children make good progress. n The childminder plans appropriate activities to support children's learning. For example, children develop an early understanding of mathematics as they match shapes on a board game. They learn that a triangle has three sides, and correctly identify a circle shape. However, the childminder does not always allow enough time for children to think and respond to questions, which does not fully support children to problem-solve independently. n Children behave well. The childminder acts as a positive role model, promoting turn-taking and sharing. Children use emotion flowers to understand different

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need to do better?

emotions and identify how they are feeling. This helps children to regulate their emotions and become more self-assured with their feelings. n The childminder and her co-childminder work effectively as a team. They communicate clearly with each other to ensure that the needs of the children can be met. They deploy themselves effectively around the setting to ensure that children are supervised. The childminder implements effective systems to ensure that her co-childminder is well supported. They identify targets and

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need to do better?

22 May 2023 further training opportunities together which helps to build on their professional development and enhance teaching. n The childminder provides children with rich experiences to build on their understanding of the world around them. Children enjoy trips to the library, dance classes and regular walks in the local village. Children build relationships with local residents which helps them to feel part of their community. n Children's oral health is promoted well. The childminder works with families to support them to access dentists. She explains to children the importance of keeping their teeth clean. The childminder recognises the impact dummies can have on children's communication skills and works with children to help them to become less reliant on them. n The childminder plans experiences to celebrate different cultures. For example, children look at flags from different countries and take part in activities to

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need to do better?

celebrate Diwali. However, the childminder does not extend children's learning about people and how they live to help them to understand what makes them unique. n Parents speak highly of the childminder. They value the strong and trusting relationship she builds with the children. Parents comment on the good progress their children make, in particular with their communication. The childminder shares learning plans and goals with parents and supports families to continue children's learning at home, providing activities and ideas.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder fully understands her responsibility to keep children safe. She ensures that she keeps her training up to date. The childminder demonstrates robust knowledge of the potential signs and indicators of abuse and neglect. She is aware of local safeguarding issues, such as county lines, and how this may impact on the children she cares for. There are clear reporting procedures in place should she need to report a concern about the welfare of a child. Regular risk assessments ensure that hazards are minimised in the setting, and adults and children practice a fire drill every month.

p.3

should:

n provide children with enough time to process and respond to questions to further support their thinking and problem-solving skills n make the most of opportunities to help children deepen their understanding of different cultures and what makes them unique.

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Setting details

Unique reference number 2617476 Local authority Hertfordshire Inspection number 10260069 Type of provision Childminder

p.4

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 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and lives in Hemel Hempstead. She works with a co-childminder. She operates Monday to Friday, from 8am to 6pm, all year round, with the exception of personal holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for three- and four- year-old children.

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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 childminder and has taken that into account in their evaluation of the childminder. 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, both 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 childminders suitability, training record and safeguarding documents. n The inspector took account of written feedback provided by parents.

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Inspection activities

22 May 2023 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 May 2023 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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