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 encouraged to make healthy food choices, promoting their personal and physical development. Children grow fruit and vegetables such as tomatoes, cucumbers and strawberries. They try these during mealtimes and take some home. Children are encouraged to be independent. For example, during snack time, children wash the table, peel their oranges and put the skin in the bin and pour their own drinks and, then, clean the table and the floor when they are finished. They participate in cooking activities, such as pizza making when they discuss healthy toppings. Also, they mix fruit and yogurt to make frozen yogurt lollies, promoting healthy eating.

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The provision is good

There is a clear focus on stories, songs and rhymes to develop children's imagination and communication and language. For example, they go on 'bear hunts', and make 'teddy and fairy houses' in the 'forest'. Children also attend a local music and dance class, where they learn new songs and sounds and practise their physical skills. Children confidently enjoy showing their dancing and singing skills to the inspector.

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The provision is good

Children have good physical skills as they learn to walk on their hands in 'topsy turvy land' with the support of the childminder, sparking excitement as children laugh when they are upside down. There are lots of opportunities for children to develop their fine motor skills. Children practise using their larger movements, such as writing in the mud with sticks. They develop their fine motor skills by using objects, such as pipettes and chalks, to develop their early writing skills.

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need to do better?

n The childminder is a good role model to children. She is outgoing and sparks children's imagination. The childminder welcomes children with warmth and kindness. She recognises children's achievements. For example, during play, she comments, 'I can see how hard you're concentrating,' developing their personal and emotional development. Children have a good bond with the childminder as they ask for help if they require it. n Children have many opportunities to develop their mathematical skills. Children learn what is one more and one less than a given number. They explore items that sink and float and review capacities. Children begin to create patterns with their handprints and compare the sizes of their hands. n On occasions where children begin to get restless, the childminder recognises this and sometimes distracts them. For example, when children want to jump on the sofa, they are encouraged to jump up and down on the carpet area and do a

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need to do better?

'funny walk' together. However, children do not always learn about how their behaviour can sometimes have an impact on their peers. For example, when

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need to do better?

19 June 2023 children are reminded to use their 'kind hands', the childminder does not remind them why this is important. n The childminder creates a language-rich environment. For example, she says, 'I need an engineer to assist me.' She encourages children's imagination by commenting on their play. She says to them 'I wonder what would happen if…' which extends their learning further. Children use a wide range of vocabulary as they say, 'That load is so heavy he can hardly pull it. It's a big heavy load.' However, during play activities, more confident children often answer for quieter children. For example, during story time, more confident children sometimes answer the questions or comment on the story, leaving fewer opportunities for less confident children to share their ideas and opinions. n Children learn about different cultures and family dynamics during walks in the community and through stories and books. Children learn what is important to

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need to do better?

different families, including the events they celebrate and the food they traditionally eat. The childminder learns key words in other languages that children speak at home, and this is shared with other children at the setting. For example, children say 'Goodbye' in different languages. n The childminder works in partnership with parents, sharing what children have been doing and their next steps in learning. Photos are regularly shared with parents. Parents say the childminder often provides them with advice such as about toilet training. Parents comment that the childminder learns about their family backgrounds and special events, which has helped children to learn about different cultures. Parents say the friendly and creative childminder has helped children's confidence develop since starting.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder helps children learn how to keep themselves safe. They discuss how to stay safe in the sun and when crossing the road. The childminder also teaches children the dangers of strangers. She keeps her safeguarding knowledge refreshed through attending regular training based on different safeguarding topics. She is aware of the signs and symptoms of abuse and how to report any concerns she has. The childminder also knows how to report signs of radicalisation and domestic abuse.

p.3

should:

n help less confident children to have more opportunities to share their ideas and opinions to promote their learning and development further n enhance opportunities to help children manage their emotions and understand how their behaviour has an impact on others.

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Setting details

Unique reference number 2629385 Local authority Hertfordshire Inspection number 10289169 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2021 and lives in Bishops Stortford. She operates all year round, from 7.30am to 4.30pm, Monday to Thursday, except bank holidays and family holidays.

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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 setting. n The childminder and the inspector completed a learning walk together to discuss the areas of learning, the curriculum and what they want children to learn. n The inspector observed a planned activity and evaluated this together with the childminder. n The inspector spoke to children about what they enjoy doing at the setting. n The inspector took account of parents' views. n The inspector looked at relevant documentation, including the childminder's first- aid certificate.

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Inspection activities

19 June 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

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

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