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

Children are well cared for in this 'home-from-home' environment where they become part of the family. The childminder is attentive to the children's needs. She ensures that children's favourite books and toys are available when they arrive. This helps the children to settle quickly and begin their day. They approach her for cuddles, which she gives warmly. Children develop a love of reading. They sit closely with the childminder to share their favourite books.

p.2

The provision is good

Children enjoy their time with the childminder. She follows the children's lead and encourages them to choose what they want to play with. Children spend time outside where they have space to be active. This helps children to develop a healthy lifestyle. Children benefit from time outside of the childminder's home. They enjoy attending the local toddler group and meeting up with other childminders. This helps children to meet people in their community and build children's social skills.

p.2

The provision is good

Children engage well with activities. The childminder builds their concentration skills by planning activities she knows they enjoy. She keeps activities interesting by introducing new ideas or resources. For example, she asks the children to make her some breakfast with the play dough.

p.2

need to do better?

n Parents are happy with the care their children receive. The childminder keeps parents up to date with information about children's daily activities. She also shares information about online safety, so parents can protect their children. Parents value the strong bonds the children and the childminder have developed. They comment that children enjoy attending the childminder's home. n The childminder supports children's physical development well. Babies use low- level tables to pull themselves up to stand during activities. They build on their skills as they gain physical strength. The childminder shows children how to hold pens to make marks, praising the 'gentle strokes' they make. She teaches children how to cut play dough with scissors and encourages them to 'have a go'. n The childminder supports children with special educational needs and/or disabilities. She works closely with parents and considers other professionals'

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need to do better?

views. The childminder and parents provide a consistent approach to children's learning. As a result, all children make progress in their development. n The childminder is a good role model for children. She is calm and patient when dealing with challenging behaviour. Her gentle approach helps children to understand expectations. She offers reminders and simple explanations of the rules. The childminder tells children, 'We don't climb on the table. We might fall

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need to do better?

19 June 2023 and get hurt.' She knows how each child might react in different situations and plans accordingly. For example, she holds children's hands when opening the door, so they cannot run out. This helps keep children safe and teaches them about boundaries. n The childminder promotes children's communication and language skills well. She gets down to the children's level and uses their names to gain attention before speaking to them. As children play, she comments on what they are doing to introduce new vocabulary. For example, the childminder says 'splash, splash' during sand and water play. She praises children when they use new words and shows joy for their achievement, commenting that this is huge progress. n The childminder knows children well, including their likes, dislikes and starting points in learning. She understands how different activities can support children's general development. However, she does not always focus sharply on

p.2

need to do better?

what she wants the children to learn next to ensure that children make really rapid progress. n The childminder keeps her mandatory training up to date, such as paediatric first aid and safeguarding. She reads about topics that interest her, such as schemas, and thinks about how this relates to the children in her care. However, she does not always focus professional development on deepening her understanding of the curriculum to improve the quality of teaching.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder conducts risk assessments of her home and the places she visits, and she teaches the children about road safety. She uses reins and pushchairs when needed to keep children safe. The childminder has a good understanding of the possible signs and symptoms of abuse. She is aware of the procedures to follow if she is worried that a child is at risk of harm. The childminder can explain what she needs to do if an allegation is made against herself or someone in her household.

p.3

should:

n focus more sharply on the next steps in children's learning so that they achieve at the highest level n seek further professional development opportunities that focus on deepening understanding of the curriculum and further enhancing teaching skills.

p.3

Setting details

Unique reference number 129448 Local authority Hertfordshire Inspection number 10279885 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 26 September 2017

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Leverstock Green, Hemel Hempstead. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder provides funded early education for two-, 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 provision. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector read evaluations from parents and took account of their views.

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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

19 June 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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