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 demonstrate that they feel safe and secure in this homely environment. They confidently explore the wide range of activities and resources that the childminder provides to support their learning. Children enjoy the time they spend with their friends and the nurturing childminder. They offer encouragement to one another and seek out their childminder when in need of emotional support.

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The provision is good

Children are highly confident. They welcome visitors warmly into the setting, introducing their friends, and are excited to show off their achievements in activities. For example, children encourage visitors to join in a water play activity. They set up a tea party and invite them to join in, proudly passing out the 'tea' and 'cakes' they have made.

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The provision is good

Children are learning to be independent. The childminder understands how vital this is in preparing children for their next stage of learning. She provides opportunities for children to complete age-appropriate tasks. For example, the childminder sensitively encourages older children to learn skills such as putting on their own shoes. She supports babies to prepare for toilet training by learning how to fasten buttons and zips on their clothing.

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need to do better?

n The childminder provides a wealth of opportunities to support children's social development. She works closely with other professionals to organise structured group sessions. Children learn vital skills, such as turn-taking and working cooperatively to complete tasks. The childminder facilitates exciting learning experiences that children may not otherwise receive. For example, during school holidays, she organises trips to the seaside and wildlife parks. n Children behave well and form close bonds with each other and the childminder. They are considerate towards one another, helping their friends in tasks such as passing resources and fetching shoes. Children are kind and demonstrate deep empathy towards their friends. For example, they hug and are supportive to others when they are reluctant to join in new activities. n The childminder places sharp focus on supporting children to develop strong communication skills. Throughout their time in the setting, she engages them in

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need to do better?

continuous meaningful conversation. The childminder models good language skills herself and consistently corrects children's mispronunciations of words. n Feedback from parents is positive. They value the nurturing care she provides and acknowledge how this supports children to settle well and enjoy their time in her setting. Parents deeply appreciate the support and advice the childminder offers. They comment on how this enables them to further support children's development at home.

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need to do better?

27 June 2023 n Children are developing a good understanding of healthy lifestyles. They independently wash their hands before meals and after completing messy activities. The childminder provides healthy and nutritious meals and snacks that children enjoy during sociable mealtimes at the table. Children have access to fresh drinking water throughout the day. They discuss how it is important to drink more water in the hot weather. n The childminder monitors children's development closely. She plans activities based on children's interests and learning needs. For example, children become deeply engrossed in painting and modelling dough activities to develop their fine motor and colour recognition skills. The childminder extends children's learning well during planned activities. For example, once children are confident in identifying colours, she encourages them to create new colours by mixing the paints together. However, she does not consistently demonstrate the same high-

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need to do better?

quality teaching skills when adapting group activities to meet the needs of individual children. n The childminder works closely with parents to develop a deep understanding of children's early experiences. She uses this information to provide opportunities that enhance their learning and development. For example, the childminder has created an exciting outdoor learning area. This supports those children with limited access to outdoor play opportunities. However, ongoing methods of communication are not yet consistent to fully enable strong partnerships to develop with all families.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a strong understanding of all safeguarding issues. She explains the signs and symptoms that could indicate a child is at risk of harm and has good knowledge of the correct referral process to follow. The childminder ensures all first-aid and safeguarding training is kept up to date. She completes regular risk assessments of all areas of her home and when on trips out with children.

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should:

n better support the individual learning needs of children in group activities n enhance and adapt methods of communication with families to further support children's learning and development.

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Setting details

Unique reference number 129176 Local authority Hertfordshire Inspection number 10289214 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 7 Date of previous inspection 16 November 2017

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Information about this early years setting

The childminder registered in 1995. She operates all year round from 9.00am to 5.00pm, 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.

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Inspection activities

n This was the first routine inspection the provider 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 inspector considered the views of parents by reviewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all persons living at the premises. n The inspector observed the interactions between the childminder and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with the childminder about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

27 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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