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 happy and secure in the childminder's care. They move around her welcoming home with confidence, showing a strong sense of belonging. Children are active learners and are excited to explore the rich range of resources on offer. They welcome the childminder and assistant's warm interactions in their play, and thoroughly enjoy challenges that are presented to them. They show good critical thinking, and work out through trial and error how to balance small wooden figures on upturned arches. The childminder's use of mathematical language increases children's awareness of different lengths and sizes. Children benefit from many outings that help them to learn about the wider world. For instance, they visit zoos, farms, and museums. The childminder's ambitious curriculum helps to embed new knowledge. For example, following a visit to a museum where they looked at mosaics and patterns, children created their

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The provision is good

own interpretation of a mosaic when they returned to the childminder's home.

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The provision is good

Children develop a strong awareness of healthy lifestyles. They learn about the importance of good oral hygiene through their play. Children thoroughly enjoy the freshly prepared nutritious meals that the childminder provides. They say that vegetables make them 'strong'. The childminder and assistant are positive role models. They consistently use good manners when speaking to children and each other. Consequently, children are well mannered towards others.

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need to do better?

n The experienced childminder finds out from parents about their children's routines and abilities before children start attending. She uses this information and her regular assessments to plan and implement a sequenced curriculum that consistently considers children's individual interests. n The childminder and assistant work very well together as a team. Both are committed to their continued professional development. The childminder seeks out relevant training that inspires her, such as attending relevant conferences. She also has links with other childminders. This provides her with opportunities to share good practice and hold professional discussions with others. n The childminder offers children chances to explore the similarities and differences between themselves and those in the wider community. However, she does not fully support children who speak English as an additional language to incorporate their home language in their play, in order to enhance their

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need to do better?

comprehension and speaking skills. n Partnerships with parents are strong. The childminder keeps parents fully informed of their children's good progress and ideas to support their learning at home. Parents have access to an online application and receive photos and videos of their children participating in meaningful learning. Parents speak

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need to do better?

5 January 2024 positively about the childminder and assistant. They describe how their children love to attend and welcome the variety of home and outing experiences. n Children express a strong love of books. The childminder immediately captures children's attention as she reads with enthusiasm and brings stories alive with the introduction of props, such as animal puppets. This motivates children to make the sound of each animal as it is revealed in the story. The childminder adapts her teaching to challenge the most-able children to recall the correct name of baby animals. However, the childminder maintains a strict routine and children are guided away to have their nappy changed by the assistant. This interrupts children's engagement and participation. n The childminder and assistant's gentle reminders help children to understand what is right and wrong. Children are beginning to regulate their own behaviour

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need to do better?

and show friendly relationships with each other. They share a favourite doll and ask their friend if they would 'like a cuddle' when they notice that they lay down on the sofa to rest. n The childminder increases children's awareness of their personal care needs from a young age. For example, she talks to children about what is in their nappy prior to changing them. Older children attend to their own toileting needs and know when they need to wash their hands. This helps them to develop their confidence and self-esteem.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance opportunities for children to hear and use their home language n refine the organisation of routine tasks to maintain children's engagement in their play and learning.

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Setting details

Unique reference number 123478 Local authority Hertfordshire Inspection number 10305425 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 10 Date of previous inspection 21 February 2018

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Information about this early years setting

The childminder registered in 2000 and lives in St Albans. She offers care from 7.30am until 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3 and works with an assistant. There were no children present who were in receipt of funding at the time of inspection.

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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 her evaluation of the setting. n The inspector observed the quality of teaching during activities indoors, and assessed the impact that this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and assistant at appropriate times during the inspection. She looked at relevant documentation, such as the childminder's and assistant's first-aid qualification. n The inspector spoke to children during the inspection. She took account of the views of parents through the written feedback provided.

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Inspection activities

5 January 2024 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

5 January 2024 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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